Using the Weighted Clause Ratio to Measure the Accuracy of Students' Responses to Epistemic Questions

Abstract: This research aims to gauge the accuracy of students’ verbal responses to epistemic questions in Algerian EFL classrooms. The purpose is to reach an estimation of the average accuracy level of students and to find out whether the scores of accuracy can be affected by the functional nature of teachers’ questions. The implemented proxy measure of accuracy can assist language learners in self-reflecting on their oral performance and tracking their development, which can tremendously contribute to their self-efficacy. Essentially, the study represents an empirical research that adopts an ex-post facto design. It implements the weighted clause ratio (WCR) in measuring the accuracy of students’ production. The findings are based on the analysis of 314 clauses produced after epistemic questions. The major results of this research showed that the mean score of accuracy related to epistemic questions was equal to a value of 0. 92 (Av. Score= 0. 92) which attests to the high accuracy level that was embedded in students’ responses. The statistical difference between the mean accuracy scores corresponding to display (Av. Score= 0. 93) and referential questions (Av. Score= 0. 91) was insignificant (P-value= .29) which suggests that the accuracy of responses was not substantially affected by the functional nature of epistemic questions. Likewise, the obtained effect size implies that there is only a negligible difference (Cohen’s d=-. 126) between the accuracy scores of referential and display questions. More studies are still needed to confirm the obtained findings.