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 selfassessment
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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