Self-Assessment in Improving Writing Performance

Abstract

In the*dynamic setting of education, self-assessment has emerged as a tool for promoting learning. Among the various subjects that benefit from this practice, writing stands as a skill that requires continuous improvement because it plays an important role in academic, personal, and future professional contexts. Hyland (2009) mentioned that “writing is central to our personal experience and social identities, and we are often evaluated by our control of it” (p. 2). Therefore, the present research focuses on the application of self-assessment technique in writing for ninth graders in a public school in the rural area of Ambato*city. This research aims to address the barriers that ninth-grade students encounter in developing their writing skills. Many learners in this age group struggle with different aspects of writing, such as structuring their ideas, using appropriate grammar and vocabulary, and conveying their thoughts. These challenges*are often compounded by a lack of self-awareness and scarce ability to evaluate their own writing. Consequently, this leads to a reliance on external feedback without fostering the necessary skills for self-improvement. Against this backdrop, the study aims to explore the role of self-assessment in mitigating these difficulties. The guiding research questions is: - What is the effect of applying self-assessment on students’ written production? By investigating this issue, the research aims to understand if self-assessment strategies can empower students to overcome common writing challenges and enhance their writing*proficiency