ارتباط بین خود ارزشیابی زبان آموزان ایرانی زبان انگلیسی به عنوان زبان خارجی در مهارت نوشتن و استقلال در نگارش

abstract this study aimed at investigating the possible relationship between self-assessment in writing and self-regulation of iranian efl learners. the main purpose of the study was not only to report and inform about this relationship, but also to investigate and find practical outcomes of the incorporation of self-assessment in writing, such as improving writing skill. the research was carried out in an iranian context with forty-one female efl learners at intermediate level participating in the study. before starting the treatment, learners were asked to write a piece of writing and assess it. no instruction was given to them on how to assess their writings. then in the following session the criteria for assessing writing were introduced to them and afterwards they assessed their writings according to the given criteria and the teacher gave them her own assessment. learners practiced self-assessment in the treatment period for four weeks. two questionnaires of self-assessment and self-regulation were given to them before and after the treatment. the study comprised the quantitative and qualitative data. the data were collected through self-assessment and self-regulation questionnaires and post interviews. the writing marks by the learners and the teacher were compared and analyzed. the data collected from the questionnaires were analyzed by paired t-test in order to compare the test results before and after the treatment. a repeated measure of anova compared students and the teacher’s marks. the findings of the study indicated that there was a positive relationship between iranian efl learners’ self-assessment in writing and self-regulation. this correlation increased when self-assessment was introduced and practiced with them. furthermore, the results of the analyses of the repeated measure showed students’ writing skill improved gradually in the treatment period. the interviews confirmed that learners had positive attitude towards self-assessment. key words: self-assessment, self-regulation, efl learners