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• W2104428260 abstract "ABSTRACTThe present paper investigated the effectiveness of self-assessment on self-regulation and critical thinking of Iranian EFL learners. To attain the purpose of the study, 40 EFL learners from three language schools were selected to participate in the study. It was determined that they were at the high-level of language proficiency. The participants were requested to complete the Self-Regulation Questionnaire (SRQ) (Brown, Miller & Lawendowski, 1999) and the California Critical Thinking Skills Test (CCTST) (Facione & Facione, 1992). They were randomly assigned to control and experimental groups, each including twenty students. After the pre-test, the experimental group received instruction on self-assessment of writing through raising their knowledge and awareness on some self-assessment techniques. SRQ and CCTST were given to the participants a week after the treatment. The findings revealed that students gained higher self-regulation and critical thinking in writing tasks as a result of instruction on and application of self-assessment techniques in writing. In addition, the results demonstrated that self-assessment techniques had more significant influence on EFL learners' self-regulation than their critical thinking. Furthermore, data analyses indicated that there was a link between self-regulation and critical thinking among the participants. The findings have implications for pedagogy as well as further research.KEYWORDS: Self-assessment, Self-regulation, Critical thinking, EFL learners.1. IntroductionIn recent decades, an increasing interest in investigating personality factors and styles related to foreign language achievement has been observed. In fact, recent research studies in the field of educational psychology are paying attention to styles as ways in which they can increase levels of language achievement. Among styles, self-regulation and critical thinking are two of the most important elements in these research studies, because a self-regulated person who can think critically, can learn more effectively and easily in a shorter period of time than a person who does not possess there traits (Dickinson, 1987; Zimmerman, 2000). The role of self-regulation and critical thinking in improving academic success of students are emphasized in a large number of studies (e.g. Zimmerman & Bandura, 1994; Boekaerts, Pintrich & Zeidner,2000; Zimmerman, 2000; Henderson, 2001; Halpem,2002; Hongladarom, 2002; Duron, et al., 2006; Schraw, Crippen & Hartley, 2006).Despite the unanimous agreement over the critical role of CT and selfregulation, how to cultivate them in educational setting is a question which needs serious forethought. According to Gardner (1999) self-assessment has significance in improving the learners to be autonomous language learners. In fact, self-assessment could be an instrument for personal self-monitoring. By the use of it, learners can earn direct feedback to identify their language ability and to select suitable strategies because of the fundamental elements of self-directed language is the opportunity given to learners to assess their own progress and thus help them to focus on their own learning (Harris, 1997, p.12). Additionally, as Harris (1997) argues, self-assessment can improve selfregulation because of the fundamental elements of self-directed language is the opportunity given to learners to assess their own progress and thus help them to focus on their own learning (p.12).Therefore, it seems that self-assessment is one of techniques which can improve self-regulation. In addition, Paul, Elder and Bartell (1997) found a relationship between self-assessment and CT. They suggest that one of important factors to CT is self-assessment. As they maintain, critical thinkers are those who learned to assess their own thinking. It also can be concluded that since implied in the definition of CT, it is to enhance individuals ask appropriate questions and evaluate their own learning. …" @default.
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• W2104428260 date "2014-03-01" @default.
• W2104428260 modified "2023-09-24" @default.
• W2104428260 title "THE IMPACT OF SELF-ASSESSMENT ON SELF- REGULATION AND CRITICAL THINKING OF EFL LEARNERS" @default.
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