Relationship Between Self-Assessment and Autonomous Learning in University-Level English Students´

Abstract

This study examines the relationship between self-assessment and autonomous learning among university-level English as a Foreign Language (EFL) students. In response to the increasing emphasis on learner autonomy in higher education, the research investigates whether students who actively engage in self-assessment demonstrate higher levels of autonomous learning.

A quantitative, correlational research design was employed, involving 120 undergraduate students enrolled in compulsory English courses at a public university. Data were collected using two reliable questionnaires: a Self-Assessment Questionnaire and an Autonomous Learning Scale. Descriptive statistics indicated that students exhibited moderately high levels of both self-assessment and learner autonomy.

Pearson correlation analysis revealed a strong and statistically significant positive relationship between self-assessment and autonomous learning (r = 0.68, p < 0.01). The findings suggest that self-assessment practices are closely associated with students’ ability to take responsibility for their learning, use effective strategies, and engage in independent practice.

The study concludes that integrating systematic self-assessment activities into university-level English instruction can effectively promote learner autonomy and support the development of reflective and self-directed language learners.