xploring the effectiveness of self-assessment in developing EFL students’ writing skills.

Abstract

This study aims to explore the effectiveness of self-assessment in developing second year EFL students‟ writing skill at Ibn Khaldoun University and teachers‟ attitudes towards self- assessment in the writing class. In an attempt to contribute to this research, this paper draws on an empirical investigation using mixed methods both qualitative and quantitative. Data collection was done using classroom observation with a teacher of written expression and questionnaires were administered to 40 teachers. The classroom observation showed that the teacher used self-assessment when teaching writing by following the main characteristics of an effective self-assessment process. The students were informed about the objective of the self-assessment process, the predetermined criteria for each task, and the use of a checklist during their writing performance. The questionnaires showed that the majority of teachers had positive attitudes towards selfassessment. Furthermore, they insisted on the fact that our students need training in how to assess their written performance since time devoted for writing module was not sufficient for implementing such important strategy. The study confirmed other research in the field like Andrade‟s and Ying‟s study (2007).