Self-Assessment as a Tool for Improved Writing in an ESL Context: An Approach toward Action Research

Abstract

This research attempts to explore how self-assessment training affects students’
knowledge and understanding of their writing and needs for improvement in the ESL
context at an undergraduate writing class. This research considers action research as a
method and employs a formative mode of assessment techniques in virtual classroom
practices and presents a critique on the dynamic type of assessment and its limitations
while assessing language skills in general and writing skills in particular. The study
suggests formative methods of assessment which not only ensures the quality of
assessment techniques but is also pertinent for the quality learning of the assessees in
the ESL context. Results reflect analysis of classroom observation, field notes, face-toface interviews with students, and virtual and written artifacts.