SELF-ASSESSMENT TRAINING IN THE ESL CLASSROOM: A CRUCIAL STEP IN DEVELOPING LEARNER AUTONOMY

Abstract

The current study examines the effectiveness of self-assessment training and factors which influence self-assessment for ESL students in a Tucson, Arizona IEP. A series of in-class training sessions and follow-up questionnaires are used to analyze student behaviors and perceptions across cultures, proficiency levels, and language acquisition skills (reading, writing, listening, speaking). Findings indicate that self-assessment training can help students reflect more honestly on their language ability, develop a framework for discussion of their language needs, and recognize their own autonomy in their language education.

Keywords: self-assessment; learner autonomy; affective strategy; metacognitive strategy; strategy training