The Role of Self- and Peer-Assessment Tools in Promoting Learners’ Autonomy

Abstract

New forms of assessment as self- and peer-assessment become popular all over the world recently for the purpose of increasing learners’ responsibility in EFL classrooms, and also to enable target language learners to work inside and outside of the classroom environment autonomously to improve their language performance especially in writing skill. The study aims to investigate EFL teachers’ perspectives about the effect of self- and peer- assessment tools in promoting learner autonomy in writing. To achieve this aim, an unstructured interview with five questions is administrated over four teachers of writing modules in English department. The results of the collected data show that the majority of teachers believe that learner autonomy is available in writing classes and this autonomy can be instilled more effectively with the use of self and peer-assessment. However, the teachers did not conceal the fact that self- and peer-assessment are time and effort consuming.