摘要：The study was an endeavor to investigate the impact of self and peer assessment on learner autonomy and its dimensions as well as language proficiency. It also aimed at finding the students attitude toward practicing the technique. The study enjoyed a quasi-experimental pretest post test design. To meet the objectives, 49 intermediate participants were assigned to a control (25 participants) and an experimental group (24 participants). Students proficiencies were investigated in both pretest and post test using the same versions of PET. Students’ level of autonomy was also studied in both pre-test and post-test utilizing a multidimensional learner autonomy questionnaire. Self-assessment was utilized over a three-month period in 25 sessions. T-test analysis of the results of the post test proficiency test revealed no impact of the technique on language proficiency. Although the t-tests run to analyze the different dimensions of the questionnaire showed the improvement in just three dimensions of learner autonomy, an improvement in learner autonomy in general was indicated. To study the participants’ attitudes toward self assessing themselves, the researcher asked the participants to write about their experience. The content analysis of the participants written experts indicated their positive attitudes toward using the technique.
其他摘要：The study was an endeavor to investigate the impact of self and peer assessment on learner autonomy and its dimensions as well as language proficiency. It also aimed at finding the students attitude toward practicing the technique. The study enjoyed a quasi-experimental pretest post test design. To meet the objectives, 49 intermediate participants were assigned to a control (25 participants) and an experimental group (24 participants). Students proficiencies were investigated in both pretest and post test using the same versions of PET. Students’ level of autonomy was also studied in both pre-test and post-test utilizing a multidimensional learner autonomy questionnaire. Self-assessment was utilized over a three-month period in 25 sessions. T-test analysis of the results of the post test proficiency test revealed no impact of the technique on language proficiency. Although the t-tests run to analyze the different dimensions of the questionnaire showed the improvement in just three dimensions of learner autonomy, an improvement in learner autonomy in general was indicated. To study the participants’ attitudes toward self assessing themselves, the researcher asked the participants to write about their experience. The content analysis of the participants written experts indicated their positive attitudes toward using the technique.
