Analysing the Effectiveness of Self, Peer, and Teacher’s Assessment in Developing Self-Regulated Learning among EFL Learners

Oct 15, 2026

Study examines how three assessment types—self-assessment (SA), peer-assessment (PA), and teacher-assessment (TA)—influence English as a foreign language (EFL) learning and the development of self-regulated learning (SRL) features among Pakistani learners. Quantitative data from 99 bachelor-level students use pre/post-tests and questionnaires, analyzed with SPSS 16.0. Findings indicate peer-assessment is the most suitable, and learners rate it highly for fostering self-regulation, supporting effective assessment practices for SRL improvement.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Background on EFL and self-regulation

Assessment in language learning

Study Focus and Methodology

Assessment types (SA, PA, TA)

Data collection and analysis

Findings and Implications

Peer-assessment effectiveness

Learner perceptions and SRL development

Analysing the Effectiveness of Self, Peer, and Teacher’s Assessment in Developing Self-Regulated Learning among EFL Learners * ** Sana Qadir and Musarat Yasmin Abstract Over the past two decades, self-regulation has captured the attention of researchers in language learning. It is an acknowledged fact that self-regulated learners’ performance surpasses those who are not self-regulated. In an educational context, assessment is one of the major factors which increase or decrease the level of self-regulation. The present study explores the role of three types of assessment, namely self-assessment (SA), peer-assessment (PA), and teacher-assessment (TA), in English language learning of Pakistani learners and to find out the attitude of the learners toward the most suitable type of assessment for the development of self-regulated learning (SRL) features among learners. Following a quantitative approach, the data for the study were collected from a sample of 99 bachelor-level students through pre and post-tests and questionnaires. The data were analyzed through SPSS version 16.0. The authors found that the PA proved to be the most suitable for English language learning. The learners’ perception also showed that they found the PA quite useful in fostering self-regulation. This study brings more enlightenment to the effective use of assessment techniques to improve learners’ SRL abilities. Keywords: Self-regulation, assessment techniques, language learning, teacher-assessment, peer-assessment; self-assessment * M.Phil Scholar, Department of English, University of Gujrat. ** Associate Professor, Department of English, University of Gujrat, [Email: Musarat.yasmin@uog.edu.pk](Email: Musarat.yasmin@uog.edu.pk). Introduction Owing to globalization, a few languages have surpassed the regional boundaries and attained lingua franca status to meet the global communication needs. One of such languages is English, of which teaching to EFL learners in a way to foster self-regulation is the focus of the present study. English language teaching in Pakistan has gained attention due to its widespread application in daily life (Yasmin & Naseem, 2019) . The paper of Sjogren, Zumbrunn, Broda, Bae & Deutsch (2022) focuses on students’participation in Afterschool Programs and its connection with adolescent developmental trends. Interest, as a motivational state that contributes to learning, is intricately linked to self-regulation. The study identifies five forms of engagement: affective, behavioral, cognitive, social, and global. SRL aligns with the multidimensional nature of cognitive, affective, and behavioral processes. Therefore, engagement is a valid indicator of positive youth development. This finding supports previous research on self-regulated learning, which suggests that it is linked to perceived competence and expectations for success, both of which are important for positive development. Afterschool activities improve students' learning and development and including self-regulation instruction can enhance engagement in afterschool curriculum. In most educational institutes, English is taught through traditional methods, which are not giving the desired results. Most English language classrooms are teachercentred, where the participation of students is very limited. In addition, the teacher’s dominance can be observed in the methods through which the learners’ ability is assessed (Yasmin & Sohail, 2018) . Jonsson, Lundahl and Holmgren (2015) observed that teachers may prioritize assessment practices, such as discussing criteria, planning new learning situations, and providing feedback, over involving learners in the assessment process. The class environment may become teacher-centred, and learners may miss the chance to actively participate in their assessment and self-regulate their learning. So, proper attention to students’ learning is not the primary issue. The real problem for the students is ineffective English

FAQs

What is the study investigating about EFL learners?

The study explores how self-, peer-, and teacher-assessment affect English language learning and the development of self-regulated learning (SRL) among Pakistani EFL learners.

What method and data were used in the study?

A quantitative approach was used with data from 99 bachelor-level students, collected via pre/post-tests and questionnaires, and analyzed using SPSS version 16.0.

Which assessment type was found most suitable for EFL learning?

Peer-assessment (PA) proved to be the most suitable, and learners also found PA useful for fostering self-regulation.

Oct 15, 2026

Upload by Alexandar