Contributions and controversies of self-assessment to the development of writing skill

Abstract

The current study investigated how self–assessment activity contributes to the development of EFL student writing skills. This study used qualitative and quantitative approaches to explore how in-service students develop their writing skill through this assessment. A total of 120 third-year students registered for taking writing course were purposively sampled. Pre and post intervention questionnaires were used to collect data from the all 120 subjects and focus group discussions were conducted with 10 subjects. Observation during the self-assessment activities was also among the tools used to collect data. The findings show that in-service students’ writing proficiencies can be improved through self-assessment activities. However, factors, including students’ awareness, their past practices and the difficulties related to the nature of writing can influence negatively on their performance.