A Structured Approach to Integrating Self-Assessment in Foreign Language Teaching

Abstract

This article presents a model for integrating self-assessment into foreign language teaching, with a focus on enhancing students' speaking and writing competencies. The model incorporates the use of rubrics, reflective practices, and peer collaboration to create a structured framework for self-assessment. By engaging in these practices, students develop greater metacognitive awareness of their language abilities, enabling them to monitor and improve their own learning. The article provides practical assessment criteria for both speaking and writing tasks, demonstrating how these tools can foster greater autonomy and responsibility among learners. The findings suggest that incorporating self-assessment into foreign language education not only enhances language proficiency but also cultivates critical thinking and self-regulation skills, making it a valuable addition to modern teaching methodologies.