EFL students' self-assessment of proficiency and progression

Research output: Contribution to journalArticlepeer-review


This article reports the results of a case study which focussed on self-assessment from the perspec-tive of the student. It was a qualitatively orientated multi-method, longitudinal study which looked at students’ perceptions of self-assessment. The participants started the year proclaiming their hostility to self-assessment. At the end of the course the participants were positive in their views of self-assessment and consider that engaging in self-assessment was beneficial to their language learning. A major conclusion from this study is that an understanding of the processes of self-assessment can help teachers to support and guide learners when they are engaging in self-assessment.
Original languageEnglish
Pages (from-to)5-18
Number of pages13
JournalEuropean Journal of Applied Linguistics and TEFL
Issue number1
Publication statusPublished - 30 May 2018


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