Training EFL Writers in Self-Assessment of Source Use: Why It Fell Short
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| Title: | Training EFL Writers in Self-Assessment of Source Use: Why It Fell Short |
|---|---|
| Language: | English |
| Authors: | Fang Wang (ORCID |
| Source: | International Journal of Assessment Tools in Education. 2026 13(1):145-185. |
| Availability: | International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate |
| Peer Reviewed: | Y |
| Page Count: | 41 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Students, English (Second Language), Second Language Learning, Writing Instruction, Essays, Self Evaluation (Individuals), Bilingual Education, Bilingual Schools, Student Evaluation, Feedback (Response), Revision (Written Composition), Writing Workshops |
| Geographic Terms: | China (Shanghai) |
| ISSN: | 2148-7456 |
| Abstract: | Self-assessment has attracted growing attention in language testing for its many benefits, such as fostering reflection, enhancing autonomy, and boosting confidence. This study investigated the effectiveness of training L2 writers to become proficient self-assessors of their source use ability. Ten secondary school EFL writers in China, ranging from beginner to high-intermediate levels, completed three integrated writing tasks, followed by self-assessment for each essay. Afterward, they received instructor assessment and feedback before submitting revisions for each task. A post-task interview was conducted to gather their perceptions of the training and self-assessment. Findings revealed that while some participants improved in source use, many struggled to benefit from self-assessment because they were confused about the evaluation criteria. For classroom practice, the study suggests that careful design of assessment tools, explicit modeling, scaffolding, and sustained teacher involvement are crucial for enabling students to engage meaningfully in self-assessment, thus promoting learning. For future research, this highlights the need to involve trained students, incorporate face-to-face interactions, use longitudinal designs, and explore how self-assessment can be adapted for different proficiency levels and how bilingual or first-language support may enhance its effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495993 |
| Database: | ERIC |
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