Participants were required to complete instructor-prepared self-assessment worksheets. This entailed completing a worksheet that consisted of self-assessing performance for two separate categories of language use: 1.) Functional language use, which included language to perform specific language functions, such as expressing ideas by providing and asking for opinions or supporting ideas by giving and asking for reasons and examples; and 2.) Other language skills use – which included the ability to negotiate meaning and to use various other interactive skills, such as asking follow-up questions. Respondents assessed their performance using a Likert scale consisting of numbers 1 (i.e. no/poor use of language) through 4 (i.e. frequent/excellent
