methods. She found “a lack of correlation between students’ self-assessments and teacher ratings” (p.329). Préfontaine also states that one of the limitations of her study is the lack of qualitative data. Additionally, Ross (1998), in a meta-analysis of studies investigating self-assessment in L2 learning, asserts that one of the main limitations to self-assessment studies is the lack of qualitative-oriented studies. This study will contribute to investigating validity and reliability of self-evaluations, in an effort to alleviate these inconclusive results due to lack of theory and methodological dead ends. Self-evaluations, in this study, targeted two specific features of French pronunciation: segmental /y/ vs /u/ and segmental/suprasegmental “silent e” (or schwa). These two features have been chosen as variables because they are critical to learners’ intelligibility and comprehensibility. Munro & Derwing’s (1995) Intelligibility/ Comprehensibility principle asserts that intelligibility is the extent to which a given utterance is understood by the learner, while comprehensibility is the learners’ perception of how well they understand an utterance. Methods Participants and sampling The study took place at the University of Illinois at Urbana-Champaign. L2 students in a French phonetics course were recruited to participate in the project via an in-class introduction and follow-up emails. The tasks were integrated into the structure of the French phonetics course, and all students in the course were expected to complete these tasks. The instructor of the course was not a member of the research team. The Fall 2016 French phonetics course had two sections, one section was the contro