TERTIARY EFL STUDENTS’ PRACTICE OF SELF-ASSESSMENT IN WRITING SKILL

Self-assessment has garnered significant recent attention within the domain of learner-centered education, particularly in the context of English language education. It contributes significantly to improving educational quality by emphasizing the importance of students taking responsibility for their learning and actively participating in assessing their own progress and performance in language learning. This study delved into the practice of self-assessment among EFL students in the context of higher education in Vietnam, focusing specifically on writing skills development. Data for the research weregathered through a questionnaire distributed to 450 sophomores, coupled with focus group interviews involving 32 participants. The findings reveal that the majority of the participants actively engaged in selfassessment practice to enhance their writing abilities utilizing writing strategies and processes to selfassess their writing. Besides, this study discloses that EFL students carefully utilized reading strategies and assistive technology tools to assess their essays. However, a minority of the students displayed disinterest in self-assessment, illuminating noteworthy pedagogical considerations as outlined in the study's implications.