Abstract
Writing skill is an important skill which is a requirement for the future success of a learner, and providing feedback by teachers on the students' writing a challenging issue. Self-assessment is almost a new trend in writing instruction. This study tries to investigate the effectiveness of the implementation of self-assessment in a writing classroom. To this end, 46 Iranian university students in Islamic Azad university, Kerman, Iran served as the participants of this study. The students were studying in English field of study. They were in a range of 20 to 24 who had taken the writing course voluntarily. In terms of the result of the proficiency test, the students were assigned randomly into two groups (an experimental and a control group). The students in the experimental group used self-assessment method and the students in the control group used the teacher assessment (traditional method) in the classroom. The findings of the current study revealed that the implementation of the self-assessment was helpful in the writing classroom and improved the overall abilities of the Iranian students.
Highlights
Today, the implementation of multi-media technologies to improve innovative modes of language learning is the final aim of educational institutions
This study aims at investigating the impact of using self-assessment on improving the writing ability among the Iranian EFL students
The findings of the current study reveal that the implementation of the self-assessment can be helpful in the writing classroom and improves the overall abilities of the Iranian students
Summary
The implementation of multi-media technologies to improve innovative modes of language learning is the final aim of educational institutions. In this case, distance and independent learning are good solutions which provide opportunities for whom not be able to participate in regular language classrooms (Nielsen, 2014). Assessment in distance education is similar to the assessment in classroom-based learning In both of them learners may self-mark some exercises, and these learners may receive some peer-feedback on their errors. In a regular classroom, a student refers to the course teacher to assess his or her paper (Diltz 2006).A problematic issue in independent learning programs, “whether stand-alone courses or self-access supplements to class teaching” is assessment (Meihami &, Varmaghani, 2013, p.40). When there is no teacher or other students, the burden is on the students themselves, and they should monitor their errors and assess their progress
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