Self–assessment in EFL Grammar Classroom: A Study of EFL Learners at the Centre for Languages and Translation, Ibb University

The present study investigated the implementation of self-assessment in EFL grammar classroom to identify the attitudes of EFL learners at the Centre for Languages and Translation, Ibb University towards self-assessment, their perceptions of the advantages of self-assessment, and the problems or difficulties that EFL learners may face while carrying out self-assessment activities. To collect data, the researcher used three instruments: a questionnaire, a structured interview, and a focus group discussion. The questionnaire was administered to (85) EFL learners. Using the stratified sampling technique, the researcher selected randomly (14) learners for the interviews and (21) learners to participate in the focus group discussions. The findings of the study indicated that EFL learners perceive the benefits of self-assessment and have positive attitudes towards it. The study reported that the learners did not have any problems or difficulties while carrying out self-assessment activities, which may be due to the nature of the self-assessment technique and activities used and the sufficient training and guidance that the EFL learners received. The study showed that there were statistically significant differences in the mean scores of the learners’ responses according to the frequency of doing self-assessment activities, but not according to the variables Gender and Proficiency Level. As the study indicated that self-assessment is helpful and has several advantages for EFL learners and that EFL learners have positive attitudes towards it, the researcher recommended that EFL teachers should think about integrating self-assessment into their classrooms

Using Alternative Assessment to Assess Undergraduate EFL Students at Yemeni Universities: Challenges from the Perspectives of Faculty

The present study aimed at investigating alternative assessment (AA) within the Yemeni university EFL classrooms in terms of identifying the challenges of using AA to assess undergraduate EFL students from the perspectives of the faculty. Data were collected, through a questionnaire, from (66) lecturers and professors of different ranks who teach EFL at the collegiate level in two Yemeni public universities and one national university. The results of the study indicated that faculty members of English departments at Yemeni universities face some challenges of using AA to assess undergraduate EFL students. These challenges belong to various factors, including the instructional environment, the students, the management of Yemeni universities, the faculty members, or the nature of AA. Statistically significant differences were found in the mean scores according to years of experience variable between respondents with less than 5 years and those with 5-10 years of experience in favor of those with less than 5 years of experience, but not according to the type of university, gender, and specialization variables. Accordingly, some recommendations were given to address the identified challenges, which might lead to a better implementation of AA in Yemeni university EFL classrooms