Melike CÃMERT, Ãmer KUTLU
The “learning autonomy,” which is believed to have positive effects on learning processes, is achieved when learners have the responsibility to make decisions in their own learning process. In order for individuals to have learner autonomy, the individual must be able to decide which methods and techniques to use in the learning process, to follow their own learning process, and to arrive at realistic assessments for their own learning situation. In the literature, the evaluation of one’s own learning process and products is called “self-assessment.” Self-assessment is expressed as having a positive contribution to one’s own learning processes. The main aim of this study is to investigate the effects of self-assessment on the English writing skills of non-native students. The research was conducted at a state university in Ankara in B1 level, beginning at the second semester of the academic year 2014-2015 and lasted for eight weeks. The study used a pretest-posttest control group design. The required data for the research were collected by pretest and posttest English Writing Tasks, a scoring rubric, and an interview form developed by the researcher. Analysis of the data obtained from the pretest and posttest was carried out by two-way ANOVA for mixed measures, while content analysis method was conducted in order to analyze thedata obtained from the interviews. As a result of the research, it has been concluded that writing lessons in which students practice self-assessment are more effective in improving the writing skills of students than writing lessons conducted by traditional means.
