PROMOTING LEARNER AUTONOMY THROUGH SELF-ASSESSMENT AND REFLECTION
Abstract
This paper describes how leaner autonomy was promoted through self-assessment and reflection activities. The research aims to help students explore their inner strength of working independently outside the classroom and self-assess their own skills with the ultimate aim to improve their listening and speaking performance. Based on the theoretical framework about self-assessment and reflection by Andrade and Valtcheva (2009), together with learner autonomy by Holec (1981), the author conducted a research project on 2nd-year students in three non-English major classes at a university in a 15-session learning program. These students were facilitated by self-assessment of their listening and speaking skills through practical tasks outside classroom to help them become more independent learners and reflect on and evaluate their own performance. From the results, the research demonstrates that self-assessment and reflection activities can be useful tools to encourage students to become independent learners.