Research Article
A Case Study on the Effect of Self-Assessment on EFL Learners’ Self-Efficacy Beliefs

Dilara Demirbulak, Levent Icden, Ayse Yilmaz-Virlan

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Demirbulak D, Icden L, Yilmaz-Virlan A. A case study on the effect of self-assessment on EFL learners’ self-efficacy beliefs. Eur J Eng Lang Ed. 2022;2(1):35-46. doi: 10.12973/ejels.2.1.35
Demirbulak, D., Icden, L., & Yilmaz-Virlan, A. (2022). A case study on the effect of self-assessment on EFL learners’ self-efficacy beliefs. European Journal of English Language Studies, 2(1), 35-46. https://doi.org/10.12973/ejels.2.1.35
Demirbulak Dilara, Levent Icden, and Ayse Yilmaz-Virlan. "A Case Study on the Effect of Self-Assessment on EFL Learners’ Self-Efficacy Beliefs," European Journal of English Language Studies 2, no. 1 (2022): 35-46. https://doi.org/10.12973/ejels.2.1.35
Demirbulak, D Icden, L & Yilmaz-Virlan, 2022, 'A case study on the effect of self-assessment on EFL learners’ self-efficacy beliefs', European Journal of English Language Studies, vol. 2, no. 1, pp. 35-46. Demirbulak, Dilara et al. "A Case Study on the Effect of Self-Assessment on EFL Learners’ Self-Efficacy Beliefs." European Journal of English Language Studies, vol. 2, no. 1, 2022, pp. 35-46, https://doi.org/10.12973/ejels.2.1.35.

Abstract

This study aimed to look into the impact of continuous self-assessment on the self-efficacy beliefs of undergraduates studying English as a foreign language (EFL). To find out if there is a change in students’ beliefs about their language proficiency perception, the research was undertaken with 102 participants at the school of foreign languages of a private university. It was designed as quasi-experimental research utilizing qualitative and quantitative research methods to collect data through a self-efficacy scale, self-assessment questionnaire, and self-reflection checklists. The control and experimental groups were administered a self-efficacy scale at the beginning and the end of the term. Throughout the term, the participants in the experimental group assessed themselves weekly through self-reflection checklists and a self-assessment questionnaire. Based on the overall results, it was found that when the students had an opportunity to identify their strengths and weaknesses during a skill-based task through self-assessment questionnaires, they had a better sense of mastery related to that task. This inevitably led to an increase in their self-efficacy beliefs in terms of four skills, namely reading, writing, listening, and speaking as well as grammar.

Keywords: English as a foreign language, second language teaching, self-assessment, self –efficacy, self-reflection.


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