Can naive EFL learners estimate their own proficiency?

This article investigates the feasibility of self‐assessment and peer‐rating as complementary to teacher evaluation for oral proficiency. It reports the results of an experiment with scores of 41 EFL learners from teacher evaluation, self‐assessment, and peer‐rating. The article concludes that self‐assessment by subjects who have had no training in evaluation is not highly correlated with teacher assessment.