This paper contextualises the learning outcomes debate and presents results of a study of students’ perceptions of what they have learned after the completion of the course. It is about student self-assessment of subject-specific skills and competences, one dimension of the many learning outcomes a higher education institution gives rise to. The results indicate that a great number of respondents perceive themselves to be prepared, competent, and confident users of English. While, in their perception, they are most confident about understanding the general meaning of a text and about asking questions, they are less confident about writing a short essay, about grammar and the use of tenses. The results of the study also show that the two measures of learning outcomes (self-assessment and objective final exam grades) are not complementary. The issue surrounding learning outcomes and whether there are implications for reforming the course programme and methods of assessment are also discussed.
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