SELF-ASSESSMENT AND ITS CONTRIBUTION TO LEARNER AUTONOMY

Аннотация

Self-assessment (SA) has emerged as one of the most transformative pedagogical tools in contemporary English as a Foreign Language (EFL) education. This article provides a comprehensive theoretical and empirical examination of self-assessment and its relationship to self-regulated learning (SRL) within EFL classrooms, with specific attention to literary studies and language acquisition. Drawing on over three decades of research in educational psychology, cognitive science, and applied linguistics, the article explores the conceptual foundations of SA, its developmental stages, its integration with metacognitive strategies, and its measurable impact on learner autonomy, intrinsic motivation, and academic performance. The study further investigates how SA practices can be systematically embedded into EFL curricula — particularly in the context of English literature — to foster independent, reflective, and goal-oriented learners. Classroom implementation frameworks, empirically supported strategies, and critical challenges are discussed. The article concludes by advocating for a culturally responsive and scaffolded approach to self-assessment that addresses both the cognitive and affective dimensions of foreign language learning