Implementing student self-assessment to promote self-regulated learning in academic writing within the LMD : Case study: third year LMD students at the Department of English at the University of Bejaia

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Universite Mouloud MAMMERI Tizi-Ouzou


The present research examines the effect self-assessment has on EFL students’ self-regulatory practices and performance in academic writing. Previous research has shown that the ability to review and reflect on one’s own writing can enhance both self-regulation skills and achievement. However, little has been done exploring this relationship on Algerian learners. To investigate this effect in the Algerian higher education, fourty-nine EFL third year students from the department of English at the University of Bejaia participated in the study. Specifically, the study entailed a pre-post experiment with an experimental group (n=24) and a control one (n=25). Participants from the experimental group were actively involved in a 5-months classroom intervention in which they used different self-assessment techniques (checklists, rubrics, scripts and conferences) to review and reflect on their writing. To collect data, both qualitative and quantitative methods were used. Self-regulation was measured before and after the self-assessment intervention using a self-regulation scale and portfolio analysis was carried out to assess the students’ written productions. Besides, we used writing logs as a research tool to get insight into the students’ attitude, needs and expectations. Findings were supplemented by data gathered from the classroom observation. Significant effects of self-assessment were found for the self-reported self-regulation and writing performance of the participants involved in the self-assessment treatment. Basically, increased metacognitive awareness, enhanced self-efficacy and positive attitudes were the major influences of self-assessment on the participants. Nevertheless, the results also voiced some concerns regarding the implementation of the process in EFL writing instruction, notably the students’ inexperience with self-assessment, time constraints, the students’ low language proficiency, procrastination and absenteeism. The study underlines the need for teachers to engage students in constant self-assessment of their learning and to address self-regulation skills in EFL classrooms. The thesis has implications for both classroom practice and decision making.


325f. : ill. ; 30cm. +( CD -Rom)


LMD system, academic writing, student self-assessment, self-regulated learning


Language Sciences