While there has been extensive L1 research into the benefits of selfassessment, studies of the relationship between self-, peer, and tutor assessment and text revision in EFL writing portfolio contexts remain scarce. Using interviews, stimulated recall, and the analysis of draft revisions, this study investigates the extent to which self-, peer, and tutor assessment facilitate or inhibit text revision, and examines student perceptions of the relationship between the role of self-assessment and text revision. Findings indicate that self-assessment might not guarantee text revision; however, if focused tutor feedback is used with self-assessment, there is a stronger likelihood of improving final drafts. Pedagogical implications focusing on how to use self-assessment in promoting revision that enhances the quality of the text are discussed.
Scopus Subject Areas
- Language and Linguistics
- Developmental and Educational Psychology