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Prior research suggests that sustained self-assessment can foster more proficient and independent writers, and this small-scale qualitative work investigates learners’ specific viewpoints using qualitative content analysis. 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\nKristian Florensio Wijaya  \n[kristianwijaya500@gmail.com](kristianwijaya500@gmail.com)  \nCita Hati International School, Indonesia  \nDOI: 10.35974/acuity.v8i1.2605  \nAbstract  \nConcerning the sophisticated, contextual, and valid development of language learning assessment in EFL writing fields, it is highly recommended for EFL teachers to advance their learners’ writing skills progression under the supervision of self-assessment. It has been a widespread belief by previous researchers that the continual utilization of self-assessment in writing learning processes can potentially breed more proficient and independent writers. Coupled with this premise, this present small-scale qualitative study was conducted to profoundly investigate Indonesian university EFL learners’ specific perceptions toward selfassessment in writing learning dynamics with the help of qualitative content analysis. 10 online Likert-scale questionnaire items along with 5 open-ended written narrative inquiry questions were distributed to 15 English Education Master Students, Sanata Dharma University. The obtained research results unfolded that the ineluctability of self-assessment activities is pivotal in breeding more professional EFL writers capable of creating more qualified writing products. For the further advancement of this current investigation, future studies are strongly prompted to thoroughly involve ample research participants to be accompanied by more comprehensive research instruments.  \nKeywords: self-assessment, EFL writing processes, qualitative content analysis INTRODUCTION  \nIn the EFL realm, one of the essential skills that should be mastered fully by our modern learners is writing. In the Indonesian EFL learning context itself, it has been a high demand that qualified writing competency is a must for university learners to accomplish various college courses for a better purpose. Taufiqulloh (2014) postulates that all university EFL learners are commissioned to possess more robust writing skills at the onset of their college life unless they will encounter varied frustrating learning experiences throughout the chosen disciplines. This issue has simultaneously induced more acute impediments in this archipelago when discerning the ubiquitous fact that university EFL learners are easily demotivated while confronting a vast range of writing learning barriers such as organization, grammar, dictions, and ideas they need to incorporate in their designated writing products. This perspective is in line with the finding of Taufiqulloh, Yuvita, and Sulistianingsih (2018) discovered that the majority of Indonesian university EFL learners did not exhibit a higher level of writing endeavor due to the complex nature of writing learning dynamics requiring them to inculcate richer vocabulary, advanced writing knowledge, and appropriate deliverance to the wider audience. In the same respect, another taxing obstruction hindering  \nIndonesian EFL learners in developing their writing competencies to the utmost potentials is the lack of teachers’ supports. It has been a common ground that EFL writing instructors in our nation solely become more product-oriented than appraising the ongoing writing learning enterprises learners have already strived for. As a result, learners only obtain the written scores without becoming more aware of the particular mistakes forming in their writing results. This issue is in partnership with the theory of one-way writing assessment adduced by Ratminingsih, Marhaeni, and Vigayanti (2018) stating that since a considerable number of Indonesian EFL writing instructors intensively accentuate more exhaustive concern on the final writing products produced by their learners, the fruitful writing learning outcomes and holistic writing skills growth cannot be fully attained by them.  \nTo better overcome all these aforementioned writing learnin","cbCaiqcPGWQyLTKT","https://ap.wps.com/l/cbCaiqcPGWQyLTKT","pdf",266258,12,"English","# Abstract\n# Introduction","[{\"question\":\"What is the central focus of the study?\",\"answer\":\"The study centers on Indonesian university EFL learners’ perspectives toward self-assessment within writing processes.\"},{\"question\":\"What data collection methods were used?\",\"answer\":\"It uses 10 online Likert-scale questionnaire items and 5 open-ended written narrative inquiry questions.\"},{\"question\":\"How many participants took part, and what program were they in?\",\"answer\":\"The study involved 15 participants from the English Education Master Students program at Sanata Dharma University.\"}]","Indonesian University EFL Learners’ Perspectives toward Self-Assessment in Writing Processes - Abstract | PDF",1792066728]