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n article targeting the Spanish language classroom, Geeslin (2003) explains why students and teachers should use self-assessment in the classroom, and how to use self-assessment. The author clearly links self-assessment to formative assessments and to the communicative language teaching approach. She states “the incorporation of student self-assessment creates a constructive dialogue between student and instructor and increases the degree to which students are aware of instructional goals for individual assignments (p.857). In their study published in 2014, Salimi, Asghar Kargar, & Zareian, analyzed learners of English as a foreign language (EFL) and self-assessment in order to make the learners more autonomous and to help them take responsibility in evaluating their own performance. The authors investigated the validity and reliability of self-assessment of pronunciation. It is stated that training the learners to evaluate their performance is essential to reliability. The results of the study are positive towards self-assessment. Lappin-Fortin & Rye (2014) investigated the relationship between self-evaluations completed by students and evaluations are done by outside evaluators, or expert raters, in a French pronunciation course. In this study, the researchers focused on general aspects of French pronunciation. They found that there was a significant correlation between the students’ self-evaluations and the experts’ evaluations. Students ranked themselves in a similar way to that of the experts. Additionally, the students’ pronunciation improved over the instructional period. However, this study did not have control and treatment groups, which poses a problem to the pronunciation improvement results, and while having qualitative data in the form of open-ended questions, the researchers did not make use of this data and only presented quantitative results.
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