Self-Assessment as A Tool for Promoting Learner Autonomy in EFL Classrooms

Abstract

Self-Assessment as a Tool for Promoting Learner Autonomy in EFL Classrooms: A Review of Current Perspectives Abstract Learner autonomy has become one of the major objectives of contemporary English as a Foreign Language (EFL) education. As language teaching increasingly adopts learner-centered approaches, students are expected to take greater responsibility for their own learning. Among various pedagogical strategies, self-assessment has attracted considerable attention due to its potential to promote reflection, self-regulation, and independent learning. This article reviews current theoretical and empirical perspectives on the role of self-assessment in fostering learner autonomy in EFL classrooms. Drawing on previous studies, the paper examines the relationship between self-assessment, reflection, learner responsibility, and autonomous learning behaviors. The literature suggests that self-assessment enables learners to evaluate their own performance, identify strengths and weaknesses, and establish learning goals. Furthermore, portfolio-based self-assessment practices encourage continuous reflection and support the development of self-regulated learning skills. The review highlights the pedagogical value of self-assessment as a learner-centered approach that contributes to students’ academic growth and lifelong learning. The paper concludes that integrating self-assessment into EFL instruction can significantly enhance learner autonomy and encourage students to become active participants in their own learning process.