Abstract
Recently, alternative assessment (AA) has gained huge attention in oral communication studies. An area that has progressively received momentous concerns in the EFL/ESL literature is the employment of the self-assessment method. Despite this concern, the empirical data on the college of engineering students’ willingness to implement self-assessment, their perceptions towards it, and the impact of factors on their attitudes remain scant. Therefore, in an attempt to contribute to this research-based, this study tries to investigate the engineering students’ perceptions towards self-assessments on developing their oral presentation skills in an engineering scope. To accomplish this aim, the study recruited 110 participants. The study delved into the engineering students’ perceptions of self-assessment strategy in two stages (pre-and post-questionnaire) in performing technical oral presentations. A questionnaire was distributed to the students before and after implementing the assessment. The findings revealed that the students possessed positive perceptions pertaining to self-assessment in both stages, pre-and post-self-assessment.
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