Self-Assessment to Promoting EFL Learners' Writing Autonomy: A Study at Hail University

Authors

  • Raniyah Mohammad Almarshedi

    Department of English Language, College of Arts and Literature, University of Hail

DOI:

https://doi.org/10.30564/fls.v7i12.12114
Received: 15 September 2025 | Revised: 9 October 2025 | Accepted: 23 October 2025 | Published Online: 17 November 2025

Abstract

This study examines the influence of self-assessment practices on promoting learner autonomy and improving writing proficiency among EFL students at Hail University, Saudi Arabia. A mixed-methods approach was utilized, integrating quantitative pre- and post-test assessments with qualitative data from learner surveys. Fifty-two intermediate-level learners were split into two groups: an experimental group that used CEFR-based Can-Do Self-Assessment Checklists and reflective journals, and a control group that used traditional teaching methods. Quantitative results indicated a statistically significant enhancement in the experimental group’s writing performance, evidenced by a substantial effect size (Cohen's d = 1.50) between pre- and post-test scores. The experimental group had an average of +18 points, while the control group only had an average of +1 point. The survey data showed that students were very interested in self-assessment practices Furthermore, learners indicated enhanced autonomy, especially in assuming responsibility for learning beyond the classroom. The results are in line with Flavell's metacognitive theory, which holds that self-assessment improves metacognitive knowledge, self-regulation, and learner agency. The study finds that structured self-assessment tools help EFL writers become independent and skilled by encouraging them to think about their learning and set strategic goals. These findings endorse the incorporation of self-assessment methodologies into EFL curricula to cultivate lifelong learning competencies.

Keywords:

Metacognition; Writing; Self-Assessment; Learner Autonomy; CEFR; Self-Assessment Checklists

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How to Cite

Almarshedi, R. M. (2025). Self-Assessment to Promoting EFL Learners’ Writing Autonomy: A Study at Hail University. Forum for Linguistic Studies, 7(12), 1159–1170. https://doi.org/10.30564/fls.v7i12.12114

Issue

Vol. 7 , Iss. 12 (December 2025): In progress

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Article

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Copyright © 2025 Raniyah Mohammad Almarshedi

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This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.