The Impact of Self-assessment in an Adult EFL Classroom in Armenia

Abstract

Teaching adults EFL classes in Armenia is a different teaching experience for me. It has broadened my teaching philosophy and motivated me to reflect on my teaching and assessment techniques or methods. The education system in Armenia, particularly the testing system depends on the traditional methods. Assessment is a crucial component of the education. Traditional assessments often fail to assess whether or not learners can apply their knowledge. Although many teachers think that exam and test scores are objective and accurately reflect student learning, they can be misleading and should be supplemented by other types of assessments. Self-assessment is a useful complement to traditional test as it gives the students a more active role in the teaching and learning endeavor. Through self-assessment students are taught to be lifelong learners, because they do not measure their success or failure through scores alone, but rather learn to monitor their own progress. The participants of this research study are eleven adult foreign language learners of the intermediate level of an English language program in a university setting in Armenia. The data collection tools include students’ questionnaire, students’ test scores and student’s interviews. Teacher and another colleague teacher observations notes are also used as data collection tool. The results of the research show how self-assessment can create a better learning environment through guiding eth learners in their learning, increasing their self-confidence and lessening the test anxiety. This research also contributes an insight into the role of the self-assessment to enhance the teaching and learning process for both learners and teachers. The results intended for scholars, administrators, and classroom teachers to explore the role of the self-assessment in second and foreign language teaching contexts. It presents useful and easy self-assessment techniques, which are incorporated into a course to direct the learners’ focus to their knowledge and skills rather than the grades.