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To get more insight into using self-assessment in writing instruction, the present study intends to explore the effects of student self-assessment on students’ EFL writing by adopting writing assignments, analytic scoring rubric, questionnaires and interviews. It is found that students are able to make judgments about the overall quality of their writing in a manner consistent with those made by the teacher and students made significant improvements in content, organization, and mechanics of their writing after the practice of self-assessment while qualities concerning vocabulary and language use have been improved but not to a significant level. Moreover, the study demonstrates that the practice of self-assessment has exerted positive influence on students’ perceptions of their writing skills in terms of organization, language use and mechanics while it does not result in any change of students’ perceptions of their writing skills in content and vocabulary. These implications are conductive to working out a set of new models of the teaching of writing and helping further intensify the innovations of Chinese foreign language teaching.

A Study of the Effects of Student Self-assessment on the EFL Writing of Chinese College Students