The interplay among self-assessment, using reflection for assessment, classroom enjoyment, and immunity: into prospects of effective language learning

Abstract Self-assessment and reflective thinking (RT) can arm learners to monitor evaluate their learning progress. Despite the long history of core self-assessment (CSA) RT, little is known about how they may contribute learner enjoyment (LE) immunity (LI). Therefore, current research attempted propose a model depict interplay among CSA, LE, LI. To this end, Core Self-Assessment Questionnaire (CSAQ), Reflective Thinking (RTQ), Foreign Language Enjoyment Scale (FLES), Student Immunity Instrument (LSIS) were administered 518 Iranian EFL university students. The results confirmatory factor analysis (CFA) structural equation modeling (SEM) indicated that students with higher levels CSA RT skills experienced more immunized productively. Furthermore, critical role in was discovered. implications study unveil new prospects for implementing learning-oriented assessment classroom practices educational programs.