Enhancing ELT through self-assessment

Abstract

This qualitative study was an attempt to enhance English language teaching and learning through the employment of some self-assessment techniques.  Towards this end, the writers reviewed the various definitions of the term self-assessment, its pedagogical benefits and the studies conducted to investigate its effect on other ELT variables such as language skills, linguistic competence, self-efficacy, and learner autonomy. Accordingly, it was hypothesized that self-assessment could enhance ELT. In order to verify this hypothesis, seven classroom assessment techniques, which required the employment of self-assessment were adopted while teaching an ELT methods course to 48 students of English at Sultan Qaboos University. In order to measure the effectiveness of these techniques, the students' product while carrying out the   tasks in the course was analyzed.  In addition, two other evaluation techniques were applied (the chain-notes and the teacher-designed format).  It was found that self-assessment helped enhance teaching and learning through raising the extent of involvement and participation in the classroom, and that the students perceived it as useful and interesting. However, in this study an important variable was not investigated; the effect of self-assessment on the achievement of EFL students. This might be the target of an experimental, further study. 

Keywords

• classroom assessment techniques (CATs)
• self-assessment
• metacognitive strategy
• alternative assessment
• enhancing ELT

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