investing teachers and learners attitudes towards using self-assessment in enhancing speaking performance

Abstract

The present study has investigated the teachers’ and learners ’ attitudes towards using self-assessment to enhance students’ speaking performance in EFL classrooms among second-year learners at the department of foreign languages at Mila University Centre. Therefore, our research aimed to highlight the importance of using learners’ self-assessment among EFL learners, and to describe to what extent our two variables self-ssessment and Speaking are related. Accordingly, within the context of this study, three research questions are raised: (1) what are EFL learners’ perceptions towards using self-assessment in oral expression classes? (2)What are EFL teachers’ perceptions towards using self-assessment in oral expression classes? (3) How do Learners' perceptions of self-assessment impact their engagement in oral expression classes? In response to the questions, a descriptive method is opted for. To obtain the necessary data, a questionnaire is administered to fifty four learners of English at the department of foreign Languages, University center of Mila, and another questionnaire is administered to seven teachers of oral expression .The major research findings reveal that EFL learners and teachers generally hold positive attitudes towards using self-assessment in enhancing learners’ speaking within their oral expression classes. Eventually, the research work proffers a multiplicity of recommendations for pedagogy and future research with the purpose of the research, aiming to bring further attention to the use of self-assessment in oral expression classes.