NCSSFL-ACTFL Can-Do Statements: An Effective Tool for Improving Language Learning Within and Outside the Classroom - Aleidine J. Moeller Fei Yu

Oct 15, 2026

Uploaded by dhado

The article examines the theoretical foundation of the NCSSFL-ACTFL Can-Do Statements and explains why and how to use these progress indicators in language education. It positions the Can-Do statements as learning targets that capture what learners “can do,” helping teachers and language programs set user-friendly, learner-centered objectives for curriculum and units. Classroom integration is illustrated through an exemplar showing reflective, self-regulated learner participation and autonomous language learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Background

Purpose, Function and Impact

SMART goals and goal setting

Self-assessment and learner personalization

4 NCSSFL-ACTFL Can-Do Statements: An Effective Tool for Improving Language Learning Within and Outside the Classroom Aleidine J. Moeller Fei Yu University of Nebraska-Lincoln Abstract This article explores the theoretical foundation of the NCSSFL-ACTFL Can-Do Statements, developed by the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL), describes why and how to use these progress indicators in language education and reveals the value and impact on student learning when effectively integrated in the language classroom. These Can-Do statements serve as learning targets to document what learners “can do” with languages and can provide teachers and language programs with learning objectives for curriculum and unit design that are userfriendly, learner-centered and promote reflection and self-regulation aimed at involving the learner directly in the learning process. An exemplar for classroom implementation demonstrates how the teacher can involve learners in the reflective learning process to become self-regulated, autonomous language learners. Background Increasingly language educators are discarding textbooks in favor of more meaningful contexts for the teaching and learning of a second language and culture. This shift to more authentic contexts in acquiring and practicing language skills is due in large part to increased access to technology and digital media that make available authentic texts, media and social interaction at the stroke of a keyboard. Research studies have indicated that learners are more motivated when they are actively engaged in the learning process with authentic texts, audio and digital media, receive meaningful feedback and can collaborate with peers and native speakers (Bustamante, Hurlbut, & Moeller, 2012; Hall, 1995; Kern, 2006; Shrum & Glisan, 2009) . According to motivation theory, three components are essential in motivating humans: autonomy, self-determination or competence, and connection to others. When these drives are fulfilled,“people achieve more and live richer lives”(Pink, 2011, p. 71) . The ability to make decisions, personalize learning and choose how to demonstrate evidence of learning is central to autonomy. The ability to collaborate with peers, teachers and native speakers provides the important affective element of connection with others. The third component, competence, is the ability to make progress, realize that progress and be able to carry out learning tasks independently, NCSSFL-ACTFL Can-Do Statements 51 leading to a sense of self-efficacy. All of these components for improving achievement, self-regulation and motivation were strategically embedded in the NCSSFL-ACTFL Progress Indicators for Language Learners (American Council on the Teaching of Foreign Languages, 2013a), dubbed Can-Do Statements and were designed to promote functional use of the target language while providing opportunities for learners to experience language and culture together. These “user-oriented” (Alderson, 1991, p.74) Can-Do statements are presented as learning indicators designed for language teachers and learners to use as a checklist of what learners can do with language, to provide guidance for what counts as progress and to assist in identifying types of evidence that document language proficiency. Teachers use the Can-Do statements to gauge proficiency growth and identify learning targets and sample activities for units and lessons. In sum, the Can-Do statements can serve as a guide for developing curriculum, creating learning tasks and as venues for language assessment. NCSSFL-ACTFL Can-Do Statements: Purpose, Function and Impact The NCSSFL-ACTFL Can-Do Statements serve a very useful purpose in guiding teachers and learners in the language learning process. One goal of primary concern to language educators is to develop curricula and assessments that promote and document continual growth i

FAQs

What are the NCSSFL-ACTFL Can-Do Statements used for in language education?

They function as learning indicators and checklists of what learners can do with the target language, guiding teachers and learners toward appropriate learning objectives and progress evidence.

How do the statements support student motivation and self-regulation?

The approach embeds autonomy, connection, and competence so learners experience functional language use while reflecting and regulating their own learning progress toward self-efficacy.

How are learners involved in setting goals using Can-Do Statements?

Learners use the statements to self-assess their current proficiency and choose attainable Can-Do goals for a semester, year, or program, such as moving between proficiency levels in the interpersonal mode.

Oct 15, 2026

Uploaded by dhado