Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity in the 1970s and 1980s, when L2 educators' focus shifted from analyzing linguistic systems to examining…

Research on students' self-assessments has reported their usefulness in supporting their learning processes. However, little research has specifically focused on its role in students' use of open educational resources (OERs), which are important learning resources in the digital age. Consequently, this qualitative case study reports on university…

Based on the related literature, both self-evaluation (SE) and reflective thinking (RT) play an important role in English language learning among EFL learners. Therefore, in this study, the effects of SE and RT on growth mindfulness, resilience, and academic well-being of Saudi Arabian EFL students were compared. Ninety-six intermediate EFL…

In foreign language learning, it is important that learners become autonomous and learn how to self-regulate their learning to continue language development. This article presents a self-evaluation procedure designed to promote self-regulation in speaking skills in a foreign language. This self-evaluation procedure was tested in a…

Purpose: Self-assessment is regarded as a complex metacognitive process by scholars. Nevertheless, in the context of English as a Second Language (ESL) speaking, self-assessment practices often rely on assessment criteria and teacher commentaries. However, speaking involves spontaneous expression with limited access to external standards.…

Over the past two decades, self-regulation has captured the attention of researchers in language learning. It is an acknowledged fact that self-regulated learners' performance surpasses those who are not self-regulated. In an educational context, assessment is one of the major factors which increase or decrease the level of self-regulation. The…

Research on teacher strategies to improve learners' willingness to communicate (WTC) is limited. However, encouraging outside-the-class conversations could increase L2 exposure and improve communicative skills. This study investigated the effects of self-assessment of self-recorded conversations on Thai university EFL learners' WTC and…

Learner autonomy has received growing interest from researchers and educators since the 1980s. Autonomous learners are supposed to monitor their progress and assess their performance. The present study investigated the effects of learner factors on the scorer reliability of self- and peer-assessment of EFL (English as foreign language) writing…

Modern teaching practices emphasize learner autonomy and learner-centered approaches to language learning. Such teaching methods require corresponding assessment approaches. Self-assessment is viewed as an assessment mode which matches modern learner-centered teaching methodologies. However, the validity and reliability of self-assessments are not…

The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that…

Autonomous learning is extensively acknowledged as a desirable goal in undergraduate education as it is found to comply with learner-centered approaches and enable learners to pursue life-long learning. However, very few empirical researchers have closely examined the actual practices of autonomous learning in the Afghan context. Therefore, the…

As a formative assessment procedure, self-assessment aims to converge learners' and teachers' views in assessment. Hence, reducing the perceptual mismatches between the learners' and the teachers' assessments would positively affect the learning process. For this aim, the present study investigated to what extent the learners' assessment of their…

The primary goal of the present study was to examine the relationship between academic buoyancy, academic emotions, and self-regulated learning (SRL) writing strategies in the second or foreign language (L2) writing context. Particularly, we aimed to investigate whether the relationships between writing buoyancy and SRL writing strategies…

The upsurge of ICT media and hybrid modalities for learning that stemmed from the world health crisis seem to be destined to stay. In this new paradigm, self-assessment processes have acquired an even more relevant role in the teaching learning process than they already had. Due to the myriad of academic online resources and information at their…

Self-assessment with corrective training has been long seen crucial in helping learners improve their own work. This study investigates a group of 28 English-majored students' self-assessment of their Speaking performance at the end of a Speaking course at a university. First, the study explores their knowledge of the speaking test and then it…