The Effects of Self-Assessment on ESL Students’ Academic Achievement
Keywords:
Self-assessment, academic achievement, instructional strategy, English as Second Language (ESL)
Abstract
Recent educational trends towards students’ accountability as learners, demands the development of lifelong learning abilities by enabling them to self-assess their learning behaviour. In the context of Pakistan, very small number of prior studies has shown focus towards instructional design that engage students towards self-regulated learning, yet these instructional strategies resulted in significant impact on the academic achievement of students. The research methodology was experimental, post-test and control group design, the present study was aimed to assess the effects of self-assessment on intermediate students in English argumentative essay. Through random sampling technique 50 students enrolled in eleventh grade were selected for study, two groups (experimental and control) were formed (25 in each group). Students were asked to complete an Essay to exhibit their academic achievement. Throughout the period of eight weeks of studies, both the control and experimental groups were taught by using traditional instructional techniques; however, an additional intervention strategy of Selfassessment was practiced by the experimental group. After completing eight weeks of study, both the groups were administered post-tests. Analyses of post-tests were made through Independent Sample t-tests. The results obtained on independent sample t-test highlighted the significant differences between experimental and control group, the higher scores by experimental group (M=14.0, SD=2.8) than control group participants (M=10.9, SD=3.5)
showed the success of self-assessment to improve academic achievement. The implementation of self-assessment practice is thus recommended to increase achievement of students in their English language subject.
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of Applied Research in Higher Education, 9(3), 448-464.
Sarwanti, S. (2015). Authentic assesment in writing. transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya,
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Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language
achievement. Language Teaching Research, 20(5), 500-618.
Smith, L. (2018). 10 steps to write an outstanding argumentative essay. http://works.bepress.com/lidia-smith/2/
Teng, L. S., & Zhang, L. J. (2017). Effects of motivational regulation strategies on writing achievement: A mediation
model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 1-
28.
Tod, D., Hardy, J., & Oliver, E. (2011). Effects of self-talk: A systematic review. Journal of Sport and Exercise
Psychology, 33(5), 666-687.
Travers, C. J., Morisano, D., & Locke, E. A. (2015). Self‐reflection, growth goals, and academic outcomes: A
qualitative study. British Journal of Educational Psychology, 85(2), 224-241.
Vygotsky, L. S. (1978). Mind in society. Cambridge University Press.
Young, M. R. (2018). Reflection fosters deep learning: The ’reflection page & relevant to you’ intervention. Journal
of Instructional Pedagogies, 20.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview.
Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research,
and practice. Springer-Verlag.
Zyad, H. (2016). L2 writing development: The case of two high-achieving and two struggling college-level students.
International Journal for 21st Century Education, 3(1), 25-36.
Ardasheva, Y., Wang, Z., Adesope, O. O., & Valentine, J. C. (2017). Exploring effectiveness and moderators
of language learning strategy instruction on second language and self-regulated learning outcomes.
Review of Educational Research, 87(3), 544-582.
Azatova, S. (2021). I control my own English learning: developing self-regulation in elementary ell using selfassessment and explicit strategy instruction. Teflin Journal, 32(2), 183-213.
Bansal, P., & Deepika, M. (2017). The effectiveness of English remedial program: A case study. Educational Beacon,
30.
Bhatti, A. M., Hussain, Z., Azim, M. U., & Gulfam, G. Q. (2020). Perceptions of ESL learners and teachers on writing
difficulties in English language learning in Lahore. International Bulletin of Linguistics and Literature (IBLL), 3(3),
11-24.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: principles, policy &
practice, 5(1), 7-74.
Black, P., & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy &
Practice, 1-25.
Boer, H., Donker, A. S., Kostons, D. D., & van der Werf, G. P. (2018). Long-term effects of metacognitive
strategy instruction on student academic achievement: A meta-analysis. Educational Research Review. 24,
98-115.
Brown, G. (2015). Self and peer assessment. In Assessment & grading seminar series. European Journal of
Psychology of Education, 32(1), 133-156.
Canbay, F. (2020). The Relationship between self-regulation and use of language learning strategies in
secondary school students. PASAA: Journal of Language Teaching and Learning in Thailand, 60, 1-22.
Cheng, C. K. E. (2011). The role of self-regulated learning in enhancing learning achievement. The International of
Research Review 6(1), 1-16.
Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Effects of the self-regulation empowerment program (SREP) on
middle school students' strategic skills, self-efficacy, and mathematics achievement. Journal of school psychology,
64, 28-42.
Clift, L. D. (2015). The effects of student self-assessment with goal setting on fourth grade mathematics students:
Creating self-regulating agents of learning. Liberty University.
Cohen, J. (1988). The analysis of variance and covariance. Statistical power analysis for the behavioural sciences.
Dann, R. (2014). Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and
practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149-166.
Eker, C. (2014). The effect of teaching practice conducted by using metacognition strategies on students’
reading comprehension skills. International Online Journal of Educational Sciences, 6(2), 269-280.
Fareed, M., Jawed, S., & Awan, S. (2018). Teaching English language at SSC level in private non-elite schools in
Pakistan: Practices and problems. Journal of Education and Educational Development, 5(1), 80-95.
Goswami, U. (2014). Cognition in children. Psychology Press.
Harris, L. R., & Brown, G. T. (2018). Using self-assessment to improve student learning. Routledge.
Hasanah, U. (2015). The use of self-assessment in improving students’ ability in writing English skill. Ethical
Lingua: Journal of Language Teaching and Literature, 2(1), 16-26.
Hinduja, P., Thomas, M., & Siddiqui, S. (2020). The Effects of Assessment as Learning (AaL) on ESL students'
academic performance and motivation in the light of self-Regulated Learning (SRL) Theory. FWU Journal of Social
Sciences, 14(4), 26-42.
Kitsantas, A., Steen, S., & Huie, F. (2017). The role of self-regulated strategies and goal orientation in
predicting achievement of elementary school children. International Electronic Journal of Elementary
Education, 2(1), 65-81.
Lambert, C., Philp, J., & Nakamura, S. (2017). Learner-generated content and engagement in second
language task achievement. Language Teaching Research, 21(6), 665-680.
Lee, I., & Mak, P. (2014). Assessment as learning in the language classroom. Assessment as learning. Hong Kong:
Education Bureau, 3, 66-78.
Li, M., & Zhang, X. (2021). A meta-analysis of self-assessment and language performance in language testing and
assessment. Language Testing, 38(2), 189-218.
McClelland, M. M., & Cameron, C. E. (2011). Self‐regulation and academic achievement in elementary school
children. New Directions for Child and Adolescent Development, 2011(133), 29-44.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning.
Educational Psychologist, 36(2), 89-101.
Paris, S.G., & Newman, R.S. (1990). Developmental aspects of self-regulated learning. Educational
Psychologist, 25(1), 87-102.
Polio, C., & Friedman, D. A. (2017). Understanding, evaluating, and conducting second language writing research.
Routledge.
Rizwan, M., Akhtar, S., & Sohail, W. (2017). The frequency of local and global errors in the writing skill of
undergraduate ESL learners of Pakistan. Asian Journal of Social Sciences & Humanities.6, 1.
Russell, D., & Warner, R. (2017). Motivational intermediaries of self-regulation among university students. Journal
of Applied Research in Higher Education, 9(3), 448-464.
Sarwanti, S. (2015). Authentic assesment in writing. transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya,
11(2), 20-40.
Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language
achievement. Language Teaching Research, 20(5), 500-618.
Smith, L. (2018). 10 steps to write an outstanding argumentative essay. http://works.bepress.com/lidia-smith/2/
Teng, L. S., & Zhang, L. J. (2017). Effects of motivational regulation strategies on writing achievement: A mediation
model of self-regulated learning of writing in English as a second/foreign language. Metacognition and Learning, 1-
28.
Tod, D., Hardy, J., & Oliver, E. (2011). Effects of self-talk: A systematic review. Journal of Sport and Exercise
Psychology, 33(5), 666-687.
Travers, C. J., Morisano, D., & Locke, E. A. (2015). Self‐reflection, growth goals, and academic outcomes: A
qualitative study. British Journal of Educational Psychology, 85(2), 224-241.
Vygotsky, L. S. (1978). Mind in society. Cambridge University Press.
Young, M. R. (2018). Reflection fosters deep learning: The ’reflection page & relevant to you’ intervention. Journal
of Instructional Pedagogies, 20.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview.
Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research,
and practice. Springer-Verlag.
Zyad, H. (2016). L2 writing development: The case of two high-achieving and two struggling college-level students.
International Journal for 21st Century Education, 3(1), 25-36.
Published
2023-02-13
How to Cite
Hinduja, P., Talreja, S., & Iqbal, N. (2023). The Effects of Self-Assessment on ESL Students’ Academic Achievement. Journal of Social Sciences and Media Studies, 4(2), 7-13. https://doi.org/10.58921/jossams.04.02.0185
Section
Articles
