This study was designed as a qualitative investigation and it focuses on the non-graded self-assessment adult ESL students make of their performance. It is based upon findings from previous studies of self-assessment in several settings (Glazer, 1999; Glazer et al., 1995; Optiz, 1995; Manning, 1997; Levy, 1999; Fazey, 1993; Boud, 1992; Orsmond et al., 1997; Sullivan and Hall, 1997; and Lan, 1996). The present research reports and analyzes data collected from eleven students who expressed their views concerning their performance through a checklist, two questionnaires and an interview in an ESL setting. The data collected and analyzed suggest that students are very capable of carrying out self-assessment; they are usually more demanding of themselves than their teachers are; and the process of self-assessment may help them realize ways to improve their performance
