Sustaining Learners’ Writing Development: Effects of Using Self-Assessment on Their Foreign Language Writing Performance and Rating Accuracy

Although the benefits of using self-assessment on student writing performance have received wide recognition over past two decades, minimal research is available effects English as a foreign language (EFL) students’ performance, especially in tertiary context China, where such still its infancy. To fill abovementioned lacuna, present study adopted quasi-experimental approach to implementing self-assessment-based intervention Chinese EFL classes. Specifically, students were randomly assigned into either an class that implemented or comparison employed peer assessment classroom practice promote sustainable development skills. Quantitative and qualitative data collected, findings indicated group experienced larger increase their holistic rating accuracy when compared with group. Furthermore, reveal enhanced after intervention. This contributes domain basis for further deliberation higher education, it also provides much needed empirical evidence potential value student-centred approaches self-assessment. Findings provide teachers pedagogical implications developing capable self-assessors writing.