THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE

Özlem Taşkara; Hasan Sağlamel

doi:10.24315/tred.1354114

THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE

Abstract

Bu derlemenin amacı, öğrencinin öz değerlendirmesinin öğrenme motivasyonunu, akademik performansı, öz-düzenleyici öğrenme özelliklerini ve öz saygıyı nasıl etkilediğini tespit etmektir. Veri toplama aşamasında doküman analizi tekniği kullanılmıştır. Alternatif değerlendirme türlerinden biri olan öz değerlendirme, öğrencilerin dil öğrenmedeki ilerlemelerini, başarı düzeylerini değerlendirmelerini ve hedeflerinde başarılı olup olmadıklarını belirlemelerini sağlar. Öz-değerlendirme çok araştırılan bir konu olmasına rağmen, literatürün derlenmesi bağlamında yapılan çalışmalar sınırlı sayıdadır. Belirtilen bu boşluğu kapatmak için, bu derlemede 24 ampirik çalışma incelenmiş ve bazı kayda değer sonuçlara ulaşılmıştır. İlk olarak, öğrenciler öz değerlendirmeyi kişisel gelişim için değerli bir öz izleme aracı olarak görmektedir ve tutumlarını yeniden şekillendirmek ve özgüvenlerini artırmak için öğretmenler tarafından etkili bir araç olarak kullanılmaktadır. İkinci olarak, öz değerlendirme uygulamalarının benimsenmesini destekleyen bir ortamın teşvik edilmesi, öğrenciler arasında bağımsız öğrenmeye yönelik eğilimi beslemekle kalmadığı, aynı zamanda özerkliklerini de geliştirdiği tespit edilmiştir. Üçüncü olarak, bu yaklaşım öğrencilerin kendi yeteneklerine olan inançlarını önemli ölçüde artırtığı ve son olarak, öz değerlendirme sürecinin öğrenciler tarafından ikinci dil konuşma becerilerindeki yeterliliklerini geliştirmeleri bağlamında ilgi çekici bir teknik olarak algılandığı ve onları eğitim yolculuklarına aktif olarak dahil ettiği belirlenmiştir.

Keywords

References

Adıyaman Doğan, T. (2020). Examining the relationship between pre-service English language teachers’ perceived level of self-assessment and self-efficacy in professional knowledge-base [Master’s Thesis]. Başkent University.
Adıyaman Doğan, T. (2020). Examining the relationship between pre-service English language teachers’ perceived level of self-assessment and self-efficacy in professional knowledge-base [Master’s Thesis]. Başkent University.
Andrade, H., & Du, Y. (2007). Student responses to criteria‐referenced self‐assessment. Assessment & Evaluation in Higher Education, 32(2), 159–181. https://doi.org/10.1080/02602930600801928
Andrade, H., & Du, Y. (2007). Student responses to criteria‐referenced self‐assessment. Assessment & Evaluation in Higher Education, 32(2), 159–181. https://doi.org/10.1080/02602930600801928
Andrade, H., Wang, W., Du, Y., & Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy forwriting. Journal of Educational Research, 102(4), 287–302. https://doi.org/10.3200/joer.102.4.287-302
Andrade, H., Wang, W., Du, Y., & Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy forwriting. Journal of Educational Research, 102(4), 287–302. https://doi.org/10.3200/joer.102.4.287-302
Anh, K. H., Dong, M. H., & Trang, N. H. (2022). An investigation into English-majored students’ self-assessment oftheir speaking performance. International Journal of Instruction, 15(3), 191–208. https://doi.org/10.29333/iji.2022.15311a
Anh, K. H., Dong, M. H., & Trang, N. H. (2022). An investigation into English-majored students’ self-assessment oftheir speaking performance. International Journal of Instruction, 15(3), 191–208. https://doi.org/10.29333/iji.2022.15311a

Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Corwin Press.
Arter, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Corwin Press.
Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3(11), 1-10. https://doi.org/10.1186/2229-0443-3-11
Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia, 3(11), 1-10. https://doi.org/10.1186/2229-0443-3-11
Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. https://doi.org/10.14221/ajte.2010v35n1.8
Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103. https://doi.org/10.14221/ajte.2010v35n1.8
Baleghizadeh, S., & Masoun, A. (2014). The effect of self-assessment on EFL learners’ self-efficacy. TESL Canada Journal, 31(1), 42-58. https://doi.org/10.18806/tesl.v31i1.1166
Baleghizadeh, S., & Masoun, A. (2014). The effect of self-assessment on EFL learners’ self-efficacy. TESL Canada Journal, 31(1), 42-58. https://doi.org/10.18806/tesl.v31i1.1166
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-efficacy: The exercise of control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi.org/10.1891/0889-8391.13.2.158
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents. (pp. 307-338). Information Age.
Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents. (pp. 307-338). Information Age.
Banlı, S. (2014). The role of self-assessment practices in the improvement of freshman students’ writing performance and awareness [Master’s Thesis]. Çağ University.
Banlı, S. (2014). The role of self-assessment practices in the improvement of freshman students’ writing performance and awareness [Master’s Thesis]. Çağ University.
Başak, H. (2019). Self-assessment of students’ speaking skills [Master’s Thesis]. Middle East Technical University Benson, P., Grabe, W., Stoller, F. L. (2001). Teaching and researching autonomy in language learning. Longman.
Başak, H. (2019). Self-assessment of students’ speaking skills [Master’s Thesis]. Middle East Technical University Benson, P., Grabe, W., Stoller, F. L. (2001). Teaching and researching autonomy in language learning. Longman.
Bhatti, N., & Nimehchisalem, V. (2020). A review of research on student self-assessment in second / foreign language writing. Indonesian JELT, 15(2), 125–151. https://doi.org/10.25170/ijelt.v15i2.1846
Bhatti, N., & Nimehchisalem, V. (2020). A review of research on student self-assessment in second / foreign language writing. Indonesian JELT, 15(2), 125–151. https://doi.org/10.25170/ijelt.v15i2.1846
Birjandi, P., & Tamjid, N. H. (2010). The role of self-assessment in promoting Iranian EFL learners' motivation. English Language Teaching, 3(3), 211-220. https://eric.ed.gov/?id=EJ1081779
Birjandi, P., & Tamjid, N. H. (2010). The role of self-assessment in promoting Iranian EFL learners' motivation. English Language Teaching, 3(3), 211-220. https://eric.ed.gov/?id=EJ1081779
Blue, G. M. (1994). Self-assessment of foreign language skills: Does it work? CLE Working Papers, 3, 18-35. https://eric.ed.gov/?id=ED396569
Blue, G. M. (1994). Self-assessment of foreign language skills: Does it work? CLE Working Papers, 3, 18-35. https://eric.ed.gov/?id=ED396569
Boud, D. (2013). Enhancing learning through self-assessment. Kogan Page
Boud, D. (2013). Enhancing learning through self-assessment. Kogan Page
Boumediene, H., & Berrahal, F. K. (2021). Self-assessment of writing skills: An effective method in English classes. International Journal for Cultural Studies, 25(1), 1-11. https://l24.im/zDnk4o1
Boumediene, H., & Berrahal, F. K. (2021). Self-assessment of writing skills: An effective method in English classes. International Journal for Cultural Studies, 25(1), 1-11. https://l24.im/zDnk4o1
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/qrj0902027
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/qrj0902027
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. InE. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding. Erlbaum.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. InE. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding. Erlbaum.
Brown, J. H., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675. https://doi.org/10.2307/3587999
Brown, J. H., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675. https://doi.org/10.2307/3587999
Bruce, L. B. (2001). Student self -assessment: Encouraging active engagement in learning (Publication No. 3012318) [PhD Dissertation, Fielding Graduate University]. ProQuest Dissertations & Theses Global.
Bruce, L. B. (2001). Student self -assessment: Encouraging active engagement in learning (Publication No. 3012318) [PhD Dissertation, Fielding Graduate University]. ProQuest Dissertations & Theses Global.
Budanır, A. (2022). The effect of distance self-assessment training on Turkish EFL learners’ writing skills [Master’s Thesis]. Hacettepe University.
Budanır, A. (2022). The effect of distance self-assessment training on Turkish EFL learners’ writing skills [Master’s Thesis]. Hacettepe University.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. https://doi.org/10.3102/00346543065003245
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31. https://doi.org/10.1177/0265532209346370
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English. Language Testing, 27(1), 5–31. https://doi.org/10.1177/0265532209346370
Chen, H.-Y. (2007). The relationship between EFL learners’ self-efficacy beliefs and English performance [PhD Dissertation]. Florida State University.
Chen, H.-Y. (2007). The relationship between EFL learners’ self-efficacy beliefs and English performance [PhD Dissertation]. Florida State University.
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading & Writing, 34(7), 1885–1913. https://doi.org/10.1007/s11145-021-10186-x
Chung, H. Q., Chen, V., & Olson, C. B. (2021). The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance. Reading & Writing, 34(7), 1885–1913. https://doi.org/10.1007/s11145-021-10186-x
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE Publications.
Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal of Research and Development in Education, 27 (1), 35-41. https://eric.ed.gov/?id=EJ478568
Delcourt, M. A. B., & Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal of Research and Development in Education, 27 (1), 35-41. https://eric.ed.gov/?id=EJ478568
Dhanarattigannon, J., & Thienpermpool, P. (2022). EFL tertiary learners’ perceptions of self-assessment on writing in English. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 521-545.https://so04.tci-thaijo.org/index.php/LEARN/index
Dhanarattigannon, J., & Thienpermpool, P. (2022). EFL tertiary learners’ perceptions of self-assessment on writing in English. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 521-545.https://so04.tci-thaijo.org/index.php/LEARN/index
Dickinson, L. (1987). Self-instruction in language learning. Cambridge UP.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge UP.
Dinçel, A. (2022). Self-assessment of writing skills: A comparative study on teacher assessment and self-assessment of prospective EFL teachers’ writing skills and their perceptions of self-assessment [Master’s Thesis]. Başkent University.
Dinçel, A. (2022). Self-assessment of writing skills: A comparative study on teacher assessment and self-assessment of prospective EFL teachers’ writing skills and their perceptions of self-assessment [Master’s Thesis]. Başkent University.
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70(4), 519–538. https://doi.org/10.1348/000709900158281
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70(4), 519–538. https://doi.org/10.1348/000709900158281
Ebrahimi, M., Izadpanah, S., & Namaziandost, E. (2021). The impact of Writing Self-Assessment and Peer Assessment on Iranian EFL learners’ autonomy and metacognitive awareness. Education Research International (Online), 2021, 1–12. https://doi.org/10.1155/2021/9307474
Ebrahimi, M., Izadpanah, S., & Namaziandost, E. (2021). The impact of Writing Self-Assessment and Peer Assessment on Iranian EFL learners’ autonomy and metacognitive awareness. Education Research International (Online), 2021, 1–12. https://doi.org/10.1155/2021/9307474
Eren, B. (2023). The impact of self-assessment and peer-assessment on EFL learners’ writing performance [Master’s Thesis]. Yıldız Teknik University.
Eren, B. (2023). The impact of self-assessment and peer-assessment on EFL learners’ writing performance [Master’s Thesis]. Yıldız Teknik University.
Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-efficacy, and self-regulation: A mixed methods study. Journal of Research in Applied Linguistics, 10(2), 159-181. 10.22055/rals.2019.14722
Fathi, J., Ahmadnejad, M., & Yousofi, N. (2019). Effects of blog-mediated writing instruction on L2 writing motivation, self-efficacy, and self-regulation: A mixed methods study. Journal of Research in Applied Linguistics, 10(2), 159-181. 10.22055/rals.2019.14722
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49–60. http://ddd.uab.cat/record/228
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7, 49–60. http://ddd.uab.cat/record/228
Hancock, C. (1994). Alternative assessment and second language study: What and why? ERIC Digest, ED376695. https://eric.ed.gov/?id=ED376695
Hancock, C. (1994). Alternative assessment and second language study: What and why? ERIC Digest, ED376695. https://eric.ed.gov/?id=ED376695
Harmer, J. (2001). The practice of English language teaching. Longman.
Harmer, J. (2001). The practice of English language teaching. Longman.
Heidarian, N. (2016). Investigating the effect of using self-assessment on Iranian EFL learners’ writing. Journal of Education and Practice, 7(28), 80–89. https://files.eric.ed.gov/fulltext/EJ1118573.pdf
Heidarian, N. (2016). Investigating the effect of using self-assessment on Iranian EFL learners’ writing. Journal of Education and Practice, 7(28), 80–89. https://files.eric.ed.gov/fulltext/EJ1118573.pdf
Henner-Stanchina, C., & Holec, H. (1985). Evaluation in an autonomous learning scheme. In P. Riley (ed.), Discourse and learning. Longman.
Henner-Stanchina, C., & Holec, H. (1985). Evaluation in an autonomous learning scheme. In P. Riley (ed.), Discourse and learning. Longman.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.
Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.
Huang, Y., & Gui, M. (2014). Articulating teachers’ expectations afore: Impact of rubrics on Chinese EFL learners’ self-assessment and speaking ability. Journal of Education and Training Studies, 3(3), 126-132. https://doi.org/10.11114/jets.v3i3.753
Huang, Y., & Gui, M. (2014). Articulating teachers’ expectations afore: Impact of rubrics on Chinese EFL learners’ self-assessment and speaking ability. Journal of Education and Training Studies, 3(3), 126-132. https://doi.org/10.11114/jets.v3i3.753
Ibabe, I., & Jauregizar, J. (2009). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243–258. https://doi.org/10.1007/s10734-009-9245-6
Ibabe, I., & Jauregizar, J. (2009). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243–258. https://doi.org/10.1007/s10734-009-9245-6
İçden, L. (2019). The effect of self-assessment on the self-efficacy beliefs of learners of English as a foreign language (EFL) [Master’s Thesis]. Yeditepe University.
İçden, L. (2019). The effect of self-assessment on the self-efficacy beliefs of learners of English as a foreign language (EFL) [Master’s Thesis]. Yeditepe University.
Irons, A. (2008). Enhancing learning through formative assessment and feedback. Routledge
Irons, A. (2008). Enhancing learning through formative assessment and feedback. Routledge
Kalykbayeva, A., Satova, A., Autayeva, A. N., Ospanova, A., Suranchina, A., & Elmira, U. (2021). Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan. Cypriot Journal of Educational Sciences, 16(4), 1631–1642. https://doi.org/10.18844/cjes.v16i4.6049
Kalykbayeva, A., Satova, A., Autayeva, A. N., Ospanova, A., Suranchina, A., & Elmira, U. (2021). Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan. Cypriot Journal of Educational Sciences, 16(4), 1631–1642. https://doi.org/10.18844/cjes.v16i4.6049
Karakaya, B. (2017). Self-Assessment in second language speaking ability: An evaluation of students’ accuracy and perception of growth). Self-Assessment in second language speaking ability: An evaluation of students’ accuracy and perception of growth [Master’s Thesis]. Bahçeşehir University.
Karakaya, B. (2017). Self-Assessment in second language speaking ability: An evaluation of students’ accuracy and perception of growth). Self-Assessment in second language speaking ability: An evaluation of students’ accuracy and perception of growth [Master’s Thesis]. Bahçeşehir University.
Khodabakhshzadeh, H., & Mousavi, B. B. S. (2012). The effect of different types of repeated performance (Private vs public) as post-task activities on the English students’ accuracy and fluency in L2 oral production. International Journal of Modern Education and Computer Science, 4(5), 53–62. https://doi.org/10.5815/ijmecs.2012.05.08
Khodabakhshzadeh, H., & Mousavi, B. B. S. (2012). The effect of different types of repeated performance (Private vs public) as post-task activities on the English students’ accuracy and fluency in L2 oral production. International Journal of Modern Education and Computer Science, 4(5), 53–62. https://doi.org/10.5815/ijmecs.2012.05.08
Khonamri, F., Králik, R., Vítečková, M., & Petrikovičová, L. (2021). Self-assessment and EFL literature students’ oral reproduction of short stories. European Journal of Contemporary Education, 10(1), 77-88. https://files.eric.ed.gov/fulltext/EJ1294674.pdf
Khonamri, F., Králik, R., Vítečková, M., & Petrikovičová, L. (2021). Self-assessment and EFL literature students’ oral reproduction of short stories. European Journal of Contemporary Education, 10(1), 77-88. https://files.eric.ed.gov/fulltext/EJ1294674.pdf
Kim, J. (2019). Effects of rubric-referenced self-assessment training on Korean high school students’ English writing.영어교육, 74(3), 79–111. https://doi.org/10.15858/engtea.74.3.201909.79
Kim, J. (2019). Effects of rubric-referenced self-assessment training on Korean high school students’ English writing.영어교육, 74(3), 79–111. https://doi.org/10.15858/engtea.74.3.201909.79
Lee, C. (2006). Language for learning mathematics: Assessment for learning in practice. Open University Press. McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40–49. http://www.jstor.org/stable/42923742
Lee, C. (2006). Language for learning mathematics: Assessment for learning in practice. Open University Press. McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40–49. http://www.jstor.org/stable/42923742
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64-77. https://doi.org/10.46743/2160-3715/2022.5044
Morgan, H. (2022). Conducting a qualitative document analysis. The Qualitative Report, 27(1), 64-77. https://doi.org/10.46743/2160-3715/2022.5044
Morrison, B. (2011). Independent language learning: Building on experience, seeking new perspectives. Hong Kong University Press.
Morrison, B. (2011). Independent language learning: Building on experience, seeking new perspectives. Hong Kong University Press.
Ndoye, A. (2017). Peer/self-assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255–269. https://eric.ed.gov/?id=EJ1146193
Ndoye, A. (2017). Peer/self-assessment and student learning. International Journal of Teaching and Learning in Higher Education, 29(2), 255–269. https://eric.ed.gov/?id=EJ1146193
Ni’ma, H. N. A., Sumardi, S., & Tarjana, S. S. (2020). Reflective journals as self-assessment to promote students’ writing skill. International Online Journal of Education and Teaching (IOJET), 7(1), 48-58. http://iojet.org/index.php/IOJET/article/view/760
Ni’ma, H. N. A., Sumardi, S., & Tarjana, S. S. (2020). Reflective journals as self-assessment to promote students’ writing skill. International Online Journal of Education and Teaching (IOJET), 7(1), 48-58. http://iojet.org/index.php/IOJET/article/view/760
Orhon, Y. (2016). Investigating the impact of blogging and portfolio-keeping on English as a foreign language learners’ level of autonomy, self-assessment and language achievement [Master’s Thesis]. Pamukkale University.
Orhon, Y. (2016). Investigating the impact of blogging and portfolio-keeping on English as a foreign language learners’ level of autonomy, self-assessment and language achievement [Master’s Thesis]. Pamukkale University.
Özelci, M. (2024). The effect of self-assessment on high school students’ English writing achievement and motivation [MA Thesis]. Süleyman Demirel University.
Özelci, M. (2024). The effect of self-assessment on high school students’ English writing achievement and motivation [MA Thesis]. Süleyman Demirel University.
Panadero, E., Brown, G., & Strijbos, J. (2015). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. https://doi.org/10.1007/s10648-015-9350-2
Panadero, E., Brown, G., & Strijbos, J. (2015). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28(4), 803–830. https://doi.org/10.1007/s10648-015-9350-2
Papajoanu, O., Vonkova, H., & Stipek, J. (2021). Examining the differences in student self-assessment of their skillsin English as a foreign language: A pilot study comparing male and female lower secondary students. In Popov,N., Wolhuter, C., de Beer, L., Hilton, G., Ogunleye, J., Achinewhu-Nworgu, E. and Niemczyk, E. (Eds), New Challenges to Education: Lessons from Around the World (BCES Conference Books, 19, 2021). 289-294. https://eric.ed.gov/?id=ED613945
Papajoanu, O., Vonkova, H., & Stipek, J. (2021). Examining the differences in student self-assessment of their skillsin English as a foreign language: A pilot study comparing male and female lower secondary students. In Popov,N., Wolhuter, C., de Beer, L., Hilton, G., Ogunleye, J., Achinewhu-Nworgu, E. and Niemczyk, E. (Eds), New Challenges to Education: Lessons from Around the World (BCES Conference Books, 19, 2021). 289-294. https://eric.ed.gov/?id=ED613945
Popham, J. W. (1997). What’s wrong-and what’s right-with rubrics. Educational Leadership, 55(2), 72–75. https://eric.ed.gov/?id=EJ552014
Popham, J. W. (1997). What’s wrong-and what’s right-with rubrics. Educational Leadership, 55(2), 72–75. https://eric.ed.gov/?id=EJ552014
Qasem, F. A. A. (2020). The effective role of learners’ self-assessment tasks in enhancing learning English as a second language. Arab World English Journal, 11(3), 502–514. https://doi.org/10.24093/awej/vol11no3.33
Qasem, F. A. A. (2020). The effective role of learners’ self-assessment tasks in enhancing learning English as a second language. Arab World English Journal, 11(3), 502–514. https://doi.org/10.24093/awej/vol11no3.33
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-assessment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-assessment: The effect on students’ independence and writing competence. International Journal of Instruction, 11(3), 277-290. https://doi.org/10.12973/iji.2018.11320a
Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. Plain Talk about Kids, 43 (57), 1-21. https://tls.tc/7LOuV
Rolheiser, C., & Ross, J. A. (2001). Student self-evaluation: What research says and what practice shows. Plain Talk about Kids, 43 (57), 1-21. https://tls.tc/7LOuV
Runnels J. (2016). Self-assessment accuracy: Correlations between Japanese English learners’ self-assessment on the CEFR—Japan’s can do statements and scores on the TOEIC®. Taiwan Journal of TESOL, 13(1), 105–137. https://eric.ed.gov/?id=EJ1108194
Runnels J. (2016). Self-assessment accuracy: Correlations between Japanese English learners’ self-assessment on the CEFR—Japan’s can do statements and scores on the TOEIC®. Taiwan Journal of TESOL, 13(1), 105–137. https://eric.ed.gov/?id=EJ1108194
Salimi, A., & Larsari, V. N. (2015). On the comparative impact of self-assessment and teacher-assessment on Iranian EFL learners’ academic motivation. Advances in Language and Literary Studies, 6(6), 74-79. https://doi.org/10.7575/aiac.alls.v.6n.6p.74
Salimi, A., & Larsari, V. N. (2015). On the comparative impact of self-assessment and teacher-assessment on Iranian EFL learners’ academic motivation. Advances in Language and Literary Studies, 6(6), 74-79. https://doi.org/10.7575/aiac.alls.v.6n.6p.74
Şentürk, B. (2017). The effect of different self-assessment tools on students’ attitudes towards learning English [PhD Dissertation]. Hacettepe Üniversitesi.
Şentürk, B. (2017). The effect of different self-assessment tools on students’ attitudes towards learning English [PhD Dissertation]. Hacettepe Üniversitesi.
Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. FEMS Microbiology Letters, 364(11), 1-4. https://doi.org/10.1093/femsle/fnx096
Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. FEMS Microbiology Letters, 364(11), 1-4. https://doi.org/10.1093/femsle/fnx096
Takarroucht, K. (2022). The effect of self-assessment on the development of EFL writing self-efficacy: A case of Algerian higher education. IJoLE (International Journal of Language Education), 6(2), 157-168. https://doi.org/10.26858/ijole.v6i2.22065
Takarroucht, K. (2022). The effect of self-assessment on the development of EFL writing self-efficacy: A case of Algerian higher education. IJoLE (International Journal of Language Education), 6(2), 157-168. https://doi.org/10.26858/ijole.v6i2.22065
Thirtle, S. (2014). Self-assessment in learning: The relationship between active feedback strategies and metacognitive development. Teaching in Lifelong Learning, 6(1), 5–19. https://search.informit.org/doi/epdf/10.3316/informit.651451645945775
Thirtle, S. (2014). Self-assessment in learning: The relationship between active feedback strategies and metacognitive development. Teaching in Lifelong Learning, 6(1), 5–19. https://search.informit.org/doi/epdf/10.3316/informit.651451645945775
Weisi, H., & Karimi, M. N. (2013). The effect of self-assessment among Iranian EFL learners. Procedia: Social & Behavioral Sciences, 70, 731–737. https://doi.org/10.1016/j.sbspro.2013.01.117
Weisi, H., & Karimi, M. N. (2013). The effect of self-assessment among Iranian EFL learners. Procedia: Social & Behavioral Sciences, 70, 731–737. https://doi.org/10.1016/j.sbspro.2013.01.117
Wijaya, K. F. (2023). Indonesian university EFL learners’ perspectives toward self-assessment in writing processes. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 8(1), 23-34. https://files.eric.ed.gov/fulltext/EJ1374918.pdf
Wijaya, K. F. (2023). Indonesian university EFL learners’ perspectives toward self-assessment in writing processes. Acuity: Journal of English Language Pedagogy, Literature, and Culture, 8(1), 23-34. https://files.eric.ed.gov/fulltext/EJ1374918.pdf
Yıldırım, İ. K. (2001). The effect of training students on self-assessment of their writing. [Master’s Thesis]. Bilkent University.
Yıldırım, İ. K. (2001). The effect of training students on self-assessment of their writing. [Master’s Thesis]. Bilkent University.
Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System (Linköping), 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005
Yu, S., & Lee, I. (2016). Exploring Chinese students’ strategy use in a cooperative peer feedback writing group. System (Linköping), 58, 1–11. https://doi.org/10.1016/j.system.2016.02.005

Details

Primary Language

Turkish

Subjects

Social and Humanities Education (Excluding Economics, Business and Management)

Journal Section

Review

Authors

Özlem Taşkara ^*
0009-0006-8348-8452
Türkiye

Hasan Sağlamel
0000-0002-0707-4577
Türkiye

Early Pub Date

May 25, 2024

Publication Date

May 30, 2024

Submission Date

September 1, 2023

Acceptance Date

April 15, 2024

Published in Issue

Year 2024 Volume: 14 Number: 2

DOI

https://doi.org/10.24315/tred.1354114

IZ

https://izlik.org/JA53SL57XH

Cite

RIS / Bibtex

APA

Taşkara, Ö., & Sağlamel, H. (2024). THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE. Trakya Eğitim Dergisi, 14(2), 590-608. https://doi.org/10.24315/tred.1354114

AMA

1.Taşkara Ö, Sağlamel H. THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE. Trakya Eğitim Dergisi. 2024;14(2):590-608. doi:10.24315/tred.1354114

Chicago

Taşkara, Özlem, and Hasan Sağlamel. 2024. “THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE”. Trakya Eğitim Dergisi 14 (2): 590-608. https://doi.org/10.24315/tred.1354114.

EndNote

Taşkara Ö, Sağlamel H (May 1, 2024) THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE. Trakya Eğitim Dergisi 14 2 590–608.

IEEE

[1]Ö. Taşkara and H. Sağlamel, “THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE”, Trakya Eğitim Dergisi, vol. 14, no. 2, pp. 590–608, May 2024, doi: 10.24315/tred.1354114.

ISNAD

Taşkara, Özlem - Sağlamel, Hasan. “THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE”. Trakya Eğitim Dergisi 14/2 (May 1, 2024): 590-608. https://doi.org/10.24315/tred.1354114.

JAMA

1.Taşkara Ö, Sağlamel H. THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE. Trakya Eğitim Dergisi. 2024;14:590–608.

MLA

Taşkara, Özlem, and Hasan Sağlamel. “THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE”. Trakya Eğitim Dergisi, vol. 14, no. 2, May 2024, pp. 590-08, doi:10.24315/tred.1354114.

Vancouver

1.Özlem Taşkara, Hasan Sağlamel. THE IMPACT OF SELF-ASSESSMENT ON EFL LEARNERS: A SYSTEMATIC REVIEW OF LITERATURE. Trakya Eğitim Dergisi. 2024 May 1;14(2):590-608. doi:10.24315/tred.1354114