The Influence of Self-Assessment on the English Language Learning Process of Students from a Public University in Colombia

Self-assessment is considered a reliable and valid means to evaluate the effects of both teaching and learning. The lack of research studies concerning self-assessment in the English language teacher education program targeted in this study evidence that no policy determines how learners can self-assess their learning process. Thereupon, we conducted this qualitative-descriptive case study that relies on the principles of postmodern perspectives and constructivist theories that advocate the construction of learner knowledge. The main objective was to determine how self-assessment influences the language learning process of a group of students from the aforementioned ELT education program. To respond to this inquiry, we collected data through the participants' reflective journals, focus group discussion commentaries, and an interview to analyze their reflections on their English learning process. The results showed a positive response from students towards reflection. According to their comments, self-assessment evaluates more profound aspects of the self, such as autonomy, self-recognition, critical thinking, persistence, and self-efficacy. They also highlighted the role of their first language, reflective journals, and focus group discussions as facilitators to self-assess in-depth and promote collective reflection. Additionally, the study revealed disadvantages such as difficulties in self-recognizing their learning performance and the lack of objectivity and honesty with themselves at the moment of reflecting.