AN INVESTIGATION OF THE IMPACT OF SELF ­ ASSESSMENT STRATEGY ON STUDENT’S WRITING ABILITY

Abstract

The study ‘s focal point of lies in the close investigation that self- assessment could have a steering effect on refining first year EFL students ‘writing abilities at the department of letters and English language at the University Centre of Mila .To see clearly into the efficiency of the so called self – assessment, the researchers advanced the research hypothesis that if we substantially raise student’s awareness about the ultimate importance of self – Assessment, they would presumably become masterful academic writers. For such surge of interest, we conducted the pilot quasi experimental design in which the Experimental Group received the experiment treatment, i.e. the adapted self- assessment whereas the participants of the Control Group were asked to complete the tasks conventionally. Then, a writing posttest was finally administered to the students in both groups and the mean rank scores were compared by t -test in order to confirm that the obtained results are not a mere chance finding. The results showed a significant achievement among the subjects of the targeted Group. However, the treatment group outperformed the Control Group. Henceforth, we can safely bear out the research hypothesis (H1). Henceforth, these positive findings pointed to propound a plethora of pedagogical implications to further extend the area of research for those concerned in language teaching and learning such as teachers, language learners, and instructional materials developers to help language learners enhance their writing ability.