A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing

Vahid Nimehchisalem, David Yoong Soon Chye, Sheena Kaur A/P Jaswant Singh, Siti Zaidah Zainuddin, Sara Norouzi, Sheren Khalid

Abstract


With a growing emphasis on students’ ability to assess their own written works in teaching English as a Second Language (ESL) writing courses, self-assessment checklists are today regarded as useful tools. These checklists can help learners diagnose their own weaknesses and improve their writing performance. This necessitates development of checklists that guide the learners in assessing their own writing. In this study, a self-assessment checklist was developed for undergraduate students in an ESL context to help them with their argumentative essays. This paper presents the related literature and theories, based on which the checklist was developed. The checklist is described and its potential theoretical and practical implications in ESL writing classes are discussed. Further research is necessary to refine the checklist through focus group studies with lecturers and students.


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Advances in Language and Literary Studies

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