EFL Tertiary Learners’ Perceptions of Self-Assessment on Writing in English

Main Article Content

Jiraporn Dhanarattigannon
Patteera Thienpermpool


Self-assessment (SA) allows students to evaluate their language performance, as well as encourage and stimulate their language learning. However, only a few studies have been conducted on self-assessment in EFL contexts, particularly in Thailand. Among these studies, they have rarely focused on students’ perceptions and how they use self-assessment to improve their writing ability. Thus, this study explored university EFL students’ perceptions and reflections on the use of self-assessment in English writing in Thailand. A mixed-methods research design was used to explore a total of 41 students in two classes (18 and 23 students). Questionnaires, self-assessment forms, and reflective journals were used to collect data from two groups of students enrolling in writing courses at two universities. Mean, S.D., and dependent t-test were used for the analysis of quantitative data, while content analysis was used for the analysis of qualitative data. The results revealed that these students perceived self-assessment as a tool for writing development (self-monitoring), a means of improving their attitudes about writing, and a means of developing their self-confidence. The results suggest that using self-assessment can help students become independent learners and improve their performance in English writing.

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How to Cite
Dhanarattigannon, J., & Thienpermpool, P. (2022). EFL Tertiary Learners’ Perceptions of Self-Assessment on Writing in English. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 521–545. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/259939
Research Articles
Author Biographies

Jiraporn Dhanarattigannon, Department of Foreign Languages, Faculty of Humanities, Kasetsart University, Thailand

An Assistant Professor in the Department of Foreign Languages at Kasetsart University, Bangkok, Thailand. Her areas of interest include EFL writing (the process-based approach), Extensive Reading, writing assessments, self-assessment, online language learning and teaching, and corpus-based research.

Patteera Thienpermpool, Department of International Language Teaching, Faculty of Education, Silpakorn University, Thailand

A lecturer in the Department of International Language Teaching, Faculty of Education, Silpakorn University, Thailand. Her major research interests include teaching and learning vocabulary, materials development for language teaching, language testing and evaluation, and technology in language education.


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