Student’ Perspectives on Self-Assessment in English Language Teaching (ELT): The Implementation and Challenges at Tadulako University

Melan Meilani, Sriati Usman, Budi Budi, Maf’ulah Maf’ulah

Abstract


This study investigates students’ perspectives on self-assessment in English Language Teaching (ELT), focusing on its implementation and challenges at Tadulako University. The research employed a qualitative descriptive design supported by quantitative data to gain insights into students’ experiences. Data were collected through semi-structured interviews with five students and a five-point Likert-scale questionnaire administered to thirty students of the English Education Study Program who had experience using self-assessment in English courses. The data were analyzed using thematic analysis to identify key themes related to students’ understanding and challenges of self-assessment. The findings indicate that students perceive self-assessment as a reflective learning process that helps them monitor progress, identify strengths and weaknesses, and take responsibility for learning. Self-assessment enhanced motivation, confidence, learner autonomy, and English language skills. However, challenges such as limited objectivity, unclear assessment criteria, and insufficient lecturer feedback were identified. These findings suggest self-assessment requires guidelines, rubrics, and lecturer support.


Keywords


Students’ Perspectives; Self-assessment;English Language Teaching (ELT); Iimplementation; Challenges

Full Text:

PDF

References


Akbari, T. T., Muljadi, B. P., Maulana, D., & Pratomo, R. R. (2024). The role of higher education leadership in developing human capital and future of jobs in ASEAN: A study on Indonesia’s universities. Journal of Higher Education Policy and Leadership Studies, 5(2), 36–50. https://doi.org/10.61186/johepal.5.2.36

Andrade, H. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4, Article 87. https://doi.org/10.3389/feduc.2019.00087

Andrade, H., & Beekman, K. (2023). Editorial: Classroom assessment as the co-regulation of learning. Frontiers in Education, 7, Article 1063123. https://doi.org/10.3389/feduc.2022.1063123

Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544

Atrash, H., Katz‐Leurer, M., & Shahar, G. (2023). The effect of self-assessment on student competence in physiotherapy clinical training: a randomized controlled trial. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04737-9

Atreya, A., Gnawali, L., Menezes, R. G., & Nepal, S. (2025). Enhancing medical education in Nepal through problem-based learning (PBL) and collaborative action research strategies. BMC Medical Education, 25(1), Article 7267. https://doi.org/10.1186/s12909-025-07267-8

Bourke, R. (2015). Liberating the learner through self-assessment. Cambridge Journal of Education, 46(1), 97–111. https://doi.org/10.1080/0305764x.2015.1015963

Bourke, R. (2017). Self-assessment to incite learning in higher education: Developing ontological awareness. Assessment & Evaluation in Higher Education, 43(5), 827–839. https://doi.org/10.1080/02602938.2017.1411881

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Delaney, T. A., & Hata, M. (2020). Universal design for learning in assessment: Supporting ELLs with learning disabilities. Latin American Journal of Content and Language Integrated Learning, 13(1), 79–98. https://doi.org/10.5294/laclil.2020.13.1.5

Fathi, J., Yousefi, L. M., & Sedighravesh, M. (2017). The impact of self-assessment and peer-assessment in writing on the self-regulated learning of Iranian EFL students. Journal of Sociological Research, 8(2), 1–14. https://doi.org/10.5296/jsr.v8i2.11252

Hosseini, M., & Nimehchisalem, V. (2021). Self-assessment in English language teaching and learning in the current decade (2010–2020): A systematic review. Open Journal of Modern Linguistics, 11(6), 854–878. https://doi.org/10.4236/ojml.2021.116066

Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: Impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1), Article 191. https://doi.org/10.1186/s40468-022-00191-4

Isnata, R. (2025). Teacher-student interaction in the English classroom: A literature review. Learning: Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran, 5(2), 833–847. https://doi.org/10.51878/learning.v5i2.4866

Lee, D. (2016). The role of assessment in language teaching, learning and materials development. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.2881901

Mansory, M. (2020). The significance of non-traditional and alternative assessment in English language teaching: Evidence from literature. International Journal of Linguistics, 12(5), 210–221. https://doi.org/10.5296/ijl.v12i5.17782

Masuwai, A., Zulkifli, H., & Hamzah, M. I. (2024). Self-assessment for continuous professional development: The perspective of Islamic education. Heliyon, 10(19), e38268. https://doi.org/10.1016/j.heliyon.2024.e38268

Nasr, M., Bagheri, M. S., Sadighi, F., & Rassaei, E. (2018). Iranian EFL teachers’ perceptions of assessment for learning regarding monitoring and scaffolding practices as a function of their demographics. Cogent Education, 5(1), 1558916. https://doi.org/10.1080/2331186x.2018.1558916

Nurdiana, N. N. (2021). Language teacher assessment literacy: A current review. Journal of English Language and Culture, 11(1), 229–240. https://doi.org/10.30813/jelc.v11i1.2291

Olutola, A. T., Olatoye, O. O., & Olatoye, R. A. (2018). Assessment of e-learning resources utilization by students of tertiary institutions in Katsina State, Nigeria. Human and Social Studies, 7(2), 51–65. https://doi.org/10.2478/hssr-2018-0014

Papanthymou, A., & Darra, M. (2018). Student self-assessment in higher education: The international experience and the Greek example. World Journal of Education, 8(6), 130–142. https://doi.org/10.5430/wje.v8n6p130

Phua, J. T. K., Neo, H. F., & Teo, C.-C. (2025). Evaluating the Impact of Artificial Intelligence Tools on Enhancing Student Academic Performance: Efficacy Amidst Security and Privacy Concerns. Big Data and Cognitive Computing, 9(5), 131. https://doi.org/10.3390/bdcc9050131

Rahman, F. (2020). Undergraduate students’ perception towards grammar assessment in the EFL classroom. SAGA Journal of English Language Teaching and Applied Linguistics, 1(2), 26–40. https://doi.org/10.21460/saga.2020.12.26

Shagitha, K., & Hadiyanto, A. K. (2022). Undergraduate students’ perceptions toward self-assessments. SAGA Journal of English Language Teaching and Applied Linguistics, 3(2), 103–118. https://doi.org/10.21460/saga.2022.32.129

Shaheen, K., & Mahmood, S. T. (2024). Using CIPP model to evaluate online teacher training programme for single national curriculum, 2021. International Research Journal of Management and Social Sciences, 5(1), 144–160. https://irjmss.com/index.php/irjmss/article/view/228

Susrini, P., Paramartha, A. A. G. Y., & Wahyuni, L. G. E. (2022). Assessment literacy level of EFL teachers in Buleleng: A descriptive study. The Art of Teaching English as a Foreign Language, 3(2), 104–115. https://doi.org/10.36663/tatefl.v3i2.303

Thi, P., Oanh, K. T. D., Nguyen, T., Nguyen, A., Ut, T., Nguyen, S., Nhung, T. H., Thi, L. A., & Thuong, T. (2024). Overview research on teacher training evaluation based on Scopus data from 2000 to 2024. Journal of Education and Practice, 15(3), 1–15. https://doi.org/10.7176/jep/15-3-01

Valera, A. O. T. (2024). Learning dynamics and adaptations of learners with special educational needs (LSENs) in English language teaching in inclusive classrooms. International Journal of Multidisciplinary Research and Analysis, 7(9), 210–225. https://doi.org/10.47191/ijmra/v7-i09-21

Wang, X., & Hock, K. E. (2023). A qualitative study of higher education adaptation problems of college students with disabilities in inclusive education. International Journal of Education & Technology, 1(4), 73–89. https://doi.org/10.59021/ijetech.v1i4.73

Yin, S., Chen, F., & Chang, H. (2022). Assessment as learning: How does peer assessment function in students’ learning? Frontiers in Psychology, 13, Article 912568. https://doi.org/10.3389/fpsyg.2022.912568

Zou, Y., Yuan, M., Mo, L., & Mustakim, S. S. (2024). Enhancing teaching and learning through assessment strategies: A practical guide. International Journal of Academic Research in Business and Social Sciences, 14(7), 21928–21945. https://doi.org/10.6007/ijarbss/v14-i7/21928




DOI: https://doi.org/10.31004/jele.v10i6.1863

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Melan Meilani, Sriati Usman, Budi Budi, Maf’ulah Maf’ulah

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.