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.
|Number of pages||13|
|Journal||European Journal of Applied Linguistics and TEFL|
|Publication status||Published - 30 May 2018|
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- Department of Education and Community Studies - Senior Lecturer in TESOL
- School of Education and Professional Development
- Huddersfield Centre for Research in Education and Society (HudCRES) - Member