The Role of Self-Assessment in Promoting Language Learning Autonomy

Abstract

Autonomy and assessment gained significant attention in recent years; by many scholars and researchers. The aim of the present study is then to explore the extent to which learners are able to assess themselves and the role of their self-assessment in promoting their language learning autonomy. This research was conducted through the quantitative descriptive method by administering two questionnaires to fifty seven (57) first year master students and fifteen teachers (15) at the Department of English, University of 8 Mai 1945, Guelma, during the academic year 2017/2018. In fact, the research findings have confirmed the research hypothesis; if the learner has the ability to assess himself; he will be then an effective autonomous learner. In addition, both students and teachers confirmed that students’ self-monitoring skills and ability to reflect their performance and check their level of success, through implementing different assessment criteria and tools, would ameliorate their ability to take charge of their learning. Therefore, a number of pedagogical implications have been provided for engaging students in the process of assessment in order to ensure an effective self-directed autonomous learning