The Effect of EFL Learners’ Self – Assessment on Writing Skill

This thesis' main objective is to investigate whether or not self-assessment of writing abilities is auseful tool in an EFL study room, allowing instructors to serve as facilitators and giving students thepower to assume greater responsibility for their very own learning, ultimately becoming moreindependent. The goal of implementing peer and self-assessment of writing skills is to increasestudents' understanding of their own writing strengths and weaknesses. This will help them becomemore independent, assume more responsibility for their own learning, and ultimately improve theirwriting skills. One teacher and three students took part in the examination over the course of twoacademic terms. According to White and Arndt (۱۹۹۱), students engaged in a writing process thatincluded six stages: brainstorming, focusing, structuring, drafting, assessment, and reviewing.Students had the option to examine one another and themselves while pursuing the assessmentdegree. Students peer and self-assessed two written assignments using descriptors and markingbands that were based on the marking scheme for the writing paper for the college of CambridgeESOL Examinations. The findings showed that students could assess their writing skills realisticallyby comparing them to what their peers and instructors thought of them in light of predeterminedassessment criteria. According to the findings, it is plausible to state that a valid tool for thisparticular study's context is for participants to evaluate their own writing abilities.

کلیدواژه ها:

Assessment ، Self-Assessment ، Peer Assessment ، Writing Skills