Суралцагчийн өөрийн үнэлгээ ба монгол хэлний сурлагын амжилтын хамаарал (Нийгэм хэл шинжлэлийн үүднээс)

The Relationship Between Students’ Self-Assessment and Academic Achievement in Mongolian Language: A Sociolinguistic Analysis

Abstract

This study examines how students’ self-assessment influences their academic achievement in Mongolian language from a sociolinguistic perspective. While traditional educational research typically interprets self-assessment in relation to psychological and instructional factors, this article is distinguished by its integration of sociolinguistic factors such as learners’ linguistic environment, language use, participation in communication, and linguistic capital.
The study involved a total of 38,575 students from Ulaanbaatar and rural areas. Based on survey data and secondary data, the analysis was conducted using SPSS 22. The results indicate that students’ abilities in information processing, problem-solving, classroom participation, and teamwork are closely associated with their self-assessment and, consequently, have a positive impact on their academic achievement. Furthermore, these abilities are not merely individual competencies but are directly related to learners’ linguistic environment and their level of participation in social interactions.
The findings demonstrate that the quality of Mongolian language education should not be evaluated solely based on learning outcomes; rather, it must also be considered in relation to social linguistic conditions, communicative participation, and linguistic resources.