Developing Learner Autonomy Through Peer and Self-Assessment In EFL Classrooms
DOI:
https://doi.org/10.5281/zenodo.20644083Ключевые слова:
learner autonomy, peer assessment, self-assessment, EFL classrooms, student-centered learning, reflective practice, language learning strategiesАннотация
This article explores the role of peer and self-assessment in fostering learner autonomy in English as a Foreign
Language (EFL) classrooms. Learner autonomy has become a central objective in modern language education,
emphasizing students’ ability to take responsibility for their own learning processes. In this context, peer and self-assessment
are regarded as effective pedagogical strategies that promote reflective thinking, critical evaluation, and active
engagement. The study analyzes how these assessment methods influence students’ motivation, self-regulation, and language
proficiency. It also examines the challenges teachers face when implementing such practices, including students’
lack of experience, potential bias, and the need for clear assessment criteria. The findings suggest that, when properly
guided and structured, peer and self-assessment significantly enhance learners’ independence, confidence, and collaborative
skills. Moreover, these approaches contribute to the creation of a learner-centered environment in which students
become active participants rather than passive recipients of knowledge. The article concludes that integrating peer and
self-assessment into EFL classrooms is an effective strategy for developing lifelong learning skills and improving overall
language competence.
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