The Effect of Self-Assessment on Iranian EFL Learners’ Speaking Skill

Mahsa Ariafar, Hamid Reza Fatemipour


Self-assessment is one of the attractive new alternative assessment forms which raises learners’ awareness of their individual progress, and encourages learners to become autonomous learners (Harris, 1997). The present study aimed to investigate the effect of self-assessment on speaking skill of Iranian EFL learners. The participants were 60 pre intermediate Iranian EFL learners. The participants in experimental group received training and practiced self-assessment of their speaking ability during the semester; however, participants in control group experienced no self-assessment. At the end of the semester, the participants in both groups were interviewed as posttest. The results revealed that self-assessment practices helped the participants of the study to improve their speaking ability.  Moreover, participants had generally positive attitudes toward the notion of self-assessment and showed their willingness to continue self-assessment in future; however, they were in favor of teacher assessment too. The findings of the study offer several implications for    teachers and practitioners.                                                                                                         



Self-assessment, Speaking skill, EFL learners, Attitude

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