Self-assessment in second language learning

Self-assessment (SA), as an activity for reflecting on one's own performance and abilities (Black & Wiliam, 1998), has been a topic of interest to educators over the years. Among second language (L2) educators, SA began growing in popularity 1970s 1980s, when L2 educators’ focus shifted from analyzing linguistic systems examining how learners learn language. Many can-do statements descriptors have developed learning, including grids aligned with Common European Framework Reference (CEFR, Council Europe, 2022) prepared by American Teaching Foreign Language (ACTFL) collaboration National State Supervisors Languages (NCSSFL) (ACTFL, n.d.). Textbooks other learning materials, online apps, often contain items. can be used conjunction assessments, such traditional objective peer portfolios. Teachers are encouraged incorporate into their curricula part promotion constructivist approaches education, which particularly popular since late 1980s (e.g., Nunan, 1988; Tarone Yule, 1989); resonates well modern theories learner-centered self-regulated autonomous (Butler, press).