TERTIARY EFL STUDENTS’ PRACTICE OF SELF-ASSESSMENT IN WRITING SKILL
Vol. 132 No. 6B (2023), Journal of Social Sciences and Humanities
Vol. 132 No. 6B (2023)

TERTIARY EFL STUDENTS’ PRACTICE OF SELF-ASSESSMENT IN WRITING SKILL

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v132i6B.7232
Published 2023-09-14
Ai Huynh
Faculty of English Hue University of Foreign Languages and International Studies
Tran Quang Ngoc Thuy
University of Foreign Languages, Hue University, 57 Nguyen Khoa Chiem St., Hue, Vietnam
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Keywords

Keywords: self-assessment, practice, writing skills

Abstract

Self-assessment has garnered significant recent attention within the domain of learner-centered education, particularly in the context of English language education. It contributes significantly to improving educational quality by emphasizing the importance of students taking responsibility for their learning and actively participating in assessing their own progress and performance in language learning. This study delved into the practice of self-assessment among EFL students in the context of higher education in Vietnam, focusing specifically on writing skills development. Data for the research were
gathered through a questionnaire distributed to 450 sophomores, coupled with focus group interviews involving 32 participants. The findings reveal that the majority of the participants actively engaged in selfassessment practice to enhance their writing abilities utilizing writing strategies and processes to selfassess their writing. Besides, this study discloses that EFL students carefully utilized reading strategies and assistive technology tools to assess their essays. However, a minority of the students displayed disinterest in self-assessment, illuminating noteworthy pedagogical considerations as outlined in the study's implications.

https://doi.org/10.26459/hueunijssh.v132i6B.7232
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