Iranian EFL Students’ Self-Assessment, Self-Efficacy, and Gender

The focus of education has changed from teacher-directed to learner-oriented instruction in the last few years (Bonyadi, A, et al 2012). Self-assessment, as a parameterdetermining learners’ language competencies, has gained considerable attention in foreign language education. It is defined by Andrue and Du(2007) as a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning . Self-efficacy is also a major factor thathas an outstanding influence on students’ level of achievement in learning a foreign language. It indicates opinions about one’s own competence to succeed in certain circumstances of learning or accomplishing performances at prospective levels (Bandura, 1986, 1997).Therefore, the present study aimed to investigate the interface between Iranian EFL students’ self-assessment and their self-efficacy. Having used the random sampling procedure, the researchers selected 210 Iranian EFL students studying in different institutes of Mashhad, Iran.The participants responded to two valid and reliable instruments, namely Self-Assessment Inventory and a Self-efficacy Questionnaire. The obtained data were analyzed using SPSS program (version 21). The results indicated positive direct correlations among Iranian EFL students’ self-assessment and their self-efficacy. Also, a positive significant relationship was found between Iranian EFL students’ self-assessment and two subscales of self-efficacy. However, norelationship was found between students’ self-assessment and their gender.

کلیدواژه ها:

Self-assessment ، Self-efficacy ، Gender ، EFL