The Power of Self-Assessment in Language Learning

Previous research in the field of process writing focused on the different stages involved in the writing process. The nature of the revision stage of the writing process was found to be the major interest of many studies. Nevertheless, research in the field of revision only focused on whether learners carry out revision to their writing or not. That is, not many studies were conducted on the effect of providing learners with a set of criteria that they can employ to their writing in the revision stage of process writing. This study, therefore, examines the effect of providing EFL learners with specific criteria, through the use of self-assessment, covering the three major writing aspects, i.e. content, organisation, and language on their expository essay writing. The study aims at raising learners’ awareness of their common mistakes through employing self-assessment with the ultimate goal of avoiding similar mistakes in ensuing assignments.

The author was awarded an MA in Teaching English as a Foreign Language from the American University in Cairo and an MA in Applied Linguistics from Cairo University. She was also awarded the PhD degree from the USA. Her research interests include second/foreign language assessment.