Implementation of Self-Assessment Techniques in a Preschool Classroom of EFL Learners

Abstract

Learning English nowadays has become an essential part of every academic curriculum. From a young age, students are more likely to be bilingual by being part of an environment where they experience new engaging activities to learn English naturally. Implementing a new technique in the English class represented not only a challenge because of the age of the students but also an opportunity for them to enter a new view of their own learning. The group of students who participated in this project is at the age when spoken language is developing, including their mother tongue. Therefore, English is introduced as a natural way of learning through fun daily experiences at school. The standard way of thinking about self-assessment concerns the multiple benefits for the students to be involved and aware of their own objectives in any subject. In this case, the intention of applying an innovation is to help students to recognize their own ability to self-reflect on their progress in their English performance. Selfassessment is expected to improve student Language Arts grades between the pretest and the post-test in 2-3-year-old children from a preschool. In this class and at this level of education in the institution where the study took place, self-assessment techniques were never used or introduced to assess any subject. Besides, when the study was run out, unexpected changes had to be adapted due to the pandemic which disrupted the expected attendance at the school. The study was developed online, a completely new experience for the students. This is why, a research question arises to analyze deeply: Does self-assessment impact the speaking grades among 2-3-year-old- first-time English learners in preschool