Self-Assessment in Reading at an EFL Rural High School

Abstract

This study implemented self-assessment to improve reading comprehension in students. The action research was applied at a public school in Portoviejo, Manabi- Ecuador. It was conducted for six weeks, and 30 participants had synchronous and asynchronous training. It combined quantitative and qualitative instruments: A pre and posttest, an open-questions end of the study, there was an improvement in the posttest mean compared to the pretest one. The results show Cohen’s d= 3.08, which demonstrates a large impact on learning. Participants improved their understanding of texts. They also became more interested in reading when they found specific details by using scanning. The participants understood that texts would be more challenging every time. Thus, the implications of self-assessment in scanning are beneficial to EFL teachers and researchers who want their learners to improve reading comprehension.