VIETNAMESE TERTIARY EFL STUDENTS' REFLECTION ON USING SELF-ASSESSMENT CHECKLIST IN LEARNING WRITING

Abstract

There has been a scarcity of research on how EFL students employ the self-assessment checklist in the higher education setting of Vietnam. This study focuses on investigating second-year English major students’ reflection on the role and the use of self-assessment checklists in their writing process. The study involved eighteen students who utilized self-assessment checklists in their writing course. Data were collected with a questionnaire, completed checklists, reflective journals, and essay drafts. The findings revealed that the students' reflections on the role of the self-assessment checklist were positive and highlighted its effectiveness as a tool for improving their writing skills. The use of self-assessment checklists was reported to enhance the students' self-assessment abilities and facilitated the identification of strengths and weaknesses in their writing. The study suggests integrating self-assessment checklists in EFL writing instruction, emphasizing the advantages of promoting self-regulated learning and empowering students to enhance their writing skills.