In this study, the effect of self assessment on speaking proficiency was investigated using independent-sample t-test. As it is clear from the results of data analysis, there is a significant difference between the means of the both groups at the end of the term. The descriptive statistics shows that the means of the experimental and control groups are 16.73 and 14.14 respectively ( t=-2.69, p= .011). Therefore the null hypothesis is rejected. When students evaluate their own achievements, their learning will be increased to a high degree. This is, according to Higgins, Hartley, and Skelton (2001) and Ivanic, Clark, and Rimmershaw (2000) for development of self-regulation in students. The teacher and the students should give feedback on the learning process and this capacity should be promoted in both. The learning aspect of assessment relates to its potential role in advancing students‟ learning. Through self-assessment, students can become better aware of goals and expectations, monitor their learning processes and progress, and evaluate their own state of achievement against the expected goals and standards defined by the curriculum. Selfassessment also helps learners understand the amount of assistance and effort needed to accomplish their goals, develop a variety of learning strategies, and employ them effectively.
Hypothesis 2
Self-assessment does not have significant effect on motivation. The study aimed to find the impact of self-assessment instrument on learners‟ motivation level. The descriptive results of independent-sample t-test indicates that there is a significant difference between the mean scores of experimental and control groups in posttest ( t=-2.80, p=.008 ). With regard to the results, the hypothesis is rejected. Therefore the treatment has a positive effect on EFL students‟ motivation. 61 Assessment for learning encourages teachers to equip students with the desire to take charge of their own learning through developing self-assessment skills. According to Harrison, Head, Haugh, and Sanderson (2005), the implementation of self-assessment causes to motivate students to participate in class activity. As Harris (1997) mentions getting involved in the process of learning and being aware of individual development results in learners‟ motivation through using self-assessment. As the results of the study revealed, self-assessment method can be used as an effective tool for enhancing learners‟ motivation. This is absolutely important in our Iranian EFL context which highly depends on the role of the teacher in teaching and evaluation.
Hypothesis 3
Self-assessment does not significantly affect EFL learners’ anxiety. In this research, the influence of self-assessment method on students‟ anxiety was explored. As the result shows, a significant difference can be seen between groups in the post-test (t=2.58, p=.014). It means that the students‟ level of anxiety reduced because of administration of treatment and it had a negative effect on their anxiety. It is observed that the anxiety of the subjects in the experimental group is lower than the control group (112.47 and 84.85 respectively)after using self-assessment technique. Consequently the hypothesis is rejected. It is apparent that anxiety negatively influences the process of learning a second language. Suitable learning strategies can assist learners to reduce their anxiety. With regard to the results of the present study self-assessment can be used as an effective method to help learners to overcome their anxiety.
Conclusion
In order to explore the value of implementing self-assessment into English speaking course, the present study investigated whether and how student self-assessment affects Iranian EFL speakers. Based on the findings of this study, it can be claimed that the practice of selfassessment helps students to improve their overall quality of their speaking. Besides, further analysis revealed that there were a significant difference between both groups in the degree of motivation and anxiety level after the treatment. Therefore, it could be concluded that selfassessment effectively improves language learners‟ motivation and decrease anxiety. Taking into account the need to “offer assessment models that are more educational, democratic, ethical and at the same time valid'( Shohamy, 2001; p.389), we can propose that if self-assessment and teacher assessment both are used together rather then a single method.
The integration of the two should be chosen instead of the use of either one alone. Complete information of students‟ achievements are gained through using multiple sources of data. As Brown and Hudson (1998) claimed “using multiple sources of information of varying types increases the collective reliability of that information and of any decision that may result from interpreting it “(p.671). With the recent emphasis on standards, it is very difficult to adjust formative and summative assessments. According to Sluijsmans et al (1998), the alternative assessments should be part of a procedure of change towards learner-centered education. This shift needs the emphasis onexternal evaluation put on internal assessment, a change from productoriented to process-oriented education as well. Moreover self-assessment should be performed along everyday classroom activities in order to be effective, so self-assessment should be considered as a part of regular process for dealing with speaking (Harris, 1997). 63 Self-assessment motivate students to think about what their problems are in the course. The model of self-assessment create increased motivation to achieve more knowledge and competency resulting in a better performance in learners in language skills. Self-assessment has other advantages in EFL classrooms, such as enabling students to evaluate their own learning at the end of the course units, or even at end of the course. It has a positive effect on their overall learning process and achievements of language skills.
Therefore, this new technique can be considered as a valuable part of learning process which can help students to know their behaviors, to estimate what they have learned, and at the same time to promote their motivation. It is a helpful method that give the learners insights into the end of the course and step by step consideration of language learning during the semester. With implementation of the self-assessment, students do not have to seek the teacher‟s opinions about how well they perform and what they need to do next. The teacher remains as a more knowledgeable person in the class. The basis of this study is that it allows learners to be the constructor of their own learning which results in improvement of speaking proficiency, increasing interest, motivation and confidence, and consequently leads to reduction of the subjects‟ anxiety. This method of assessment encourages students to participate more openly. This is in line with the researchers‟ investigation. Selfassessment helps students to give more accurate and honest responses, especially when they know that they will not be evaluated just by marks. Moreover students can direct their own learning activities more effectively and they get involved and become motivated during learning process inside and outside the classroom. Self-assessment can also help teachers to make adjustments in teaching to facilitate students‟ learning. Knowing about the areas of strength and weaknesses of the students, the teacher can make the necessary adaptations and changes in instruction, and suggest 64 strategies in order to improve students‟ learning, and hence assist learners take charge of their achievements. Moreover self-assessment practices can help learners to become aware of the necessary level of knowledge for the mastery needed for each skill and improve their performance.
The kind of the present study must be done more. Because little research has been conducted to explore the implementation of self-assessment in Iranian EFL contexts, especially in the area of its impact on students‟ anxiety level which is almost rare. With support of the learners‟ favourable reactions and the positive effect of self assessment on speaking skill of the subjects, the researcher conclude that self-assessment is a successful alternative to involve students in the assessment procedure and serves as a way to alter the assessment culture in Iran. 5-3- Pedagogical Implications Self-assessment is believed as a device which increases learner awareness, and helps learners to judge their own performances. Students learn how to evaluate the learning process, and see errors as something beneficial. It is also considered as something advantageous for the instructor, because it provides the information on areas which require remediation and Feedback (Barbot, 1991). The most direct implication of the findings of this study is associated with language teaching courses. The positive results of the research guide language teachers to include intensive self-assessment techniques in their teaching practice. They can integrate different types of assessment practices in their instruction. T
hey can implement this strategy as a scaffolding device. In other words, they can use the tool after each unit of the textbook in order to focus the learners‟ attention on the outcomes of the process. 65 The findings revealed that EFL learners‟ motivation level indicated a significant improvement due to applying the self-assessment component. This result showed that applying regular Self-assessment as a formative assessment technique heightens the learners‟ level of motivation in an Iranian EFL context. In fact, learners perceive their capacities to learn English as a foreign language, and they can feel improvements in learning process over time by assessing themselves on a regular basis. Besides that, it could be argued that selfassessment helps students to become autonomous learners and provide strategies for their own learning. Consequently, the results of this study can be used in all educational centres. It has direct and indirect implications in teaching, learning, material development, syllabus design, and test development. Teachers can benefit from it to educate more motivated students who are a good communicator at the same time. Another suggestion based on the findings of this study relates to course syllabus writers and language curriculum designers. They should pay more attention to learners‟ need and includes more examples and varieties of self-assessment in textbooks. Therefore, learners have the chance to use self-assessment strategies to practice.
When learners become partners in the learning process, they see themselves as an active decision makers. Alternative assessment strategies help students to reflect on what they achieve and give them the opportunity to create effective learning strategies. Material writers are recommended to include such techniques in EFL textbooks to be used by the language teachers and students. If such techniques are appropriately planned and presented in syllabus designs, the application of the method might not be ignored by the teachers and the students. Besides, test developers can change the traditional test formats and move towards new techniques of assessment which are more accordant with learner-centered teaching methodologies. So teaching methodology and evaluation system should be designed in a way which can improve different skills including the speaking ability of the 66 students. Finally, there should be teachers’ training sessions which give them insight to trust the accuracy of learners’ selfassessment. The educational system should provide the opportunity of more training for teachers. This will make the implementation of new ideas such as self-assessment easier. The implementation of self-assessment challenges teachers a lot. It is important to make students fully understand the marking criteria designed for evaluation. Therefore, teachers should develop students‟ ability of providing feedback for themselves and help them to be independent evaluator.
Suggestion for Further
Research In the present study, participants were selected from BA English Language Teaching students of Azad university of Mashhad. The focus of this research was on effect of self assessment on speaking proficiency, motivation, and anxiety, however other variables can be considered for further research. It is suggested that the effect of self assessment on other language skills ( reading, writing, and listening) be investigated. Another suggestion can be devoted to the investigation of the effect of self-assessment on other personal traits such as confidence, risktaking, and self-esteem. The effects of gender and age differences can be investigated too. Another line of research can be the effect of self-assessment on learners‟ level of general proficiency. It is also recommended to compare the results of different groups of students‟ self-assessment with different levels of proficiency. It is also important to investigate the effect of feedback on learners‟ self-assessment. It seems beneficial to conduct a research about the implementation of both peer-and self-assessment in language learning context, because they have the same theoretical background and the same purpose. So the effects of these techniques on learners‟ proficiency can be investigated to find the 67 best techniques which is more beneficial for learners, especially in the Iranian English classes with Iranian students learning English as a foreign language.
