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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

How to Cite

Schmidt N. & Wehmeyer H., (2016) “SELF-ASSESSMENT TRAINING IN THE ESL CLASSROOM: A CRUCIAL STEP IN DEVELOPING LEARNER AUTONOMY”, Journal of Second Language Acquisition and Teaching 23(0). p.74-97.

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Authors

Nicole Schmidt (University of Arizona)
Holly Wehmeyer (University at Albany (SUNY))

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Creative Commons Attribution 4.0

Peer Review

This article has been peer reviewed.

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