This paper explores how self-assessment can be used as an effective tool to support learner autonomy in EFL classrooms. It is based on the idea that when students evaluate their own learning, they become more reflective and actively involved in their educational process (Hosseini & Nimehchisalem, 2021). Such an approach aligns with current shifts in education toward learner-centered models, where students are encouraged to monitor their progress and identify areas for improvement.

Unlike traditional teacher-led assessment, self-assessment allows learners to judge their own performance using clear criteria and take responsibility for their academic development (Eswaey & Ihmoumah, 2024). As a result, students not only improve their language skills but also develop important abilities such as critical thinking, independence, and self-awareness.

self-assessment (SA), self-regulated learning (SRL), EFL, learner autonomy, metacognition, formative assessment, foreign language acquisition, intrinsic motivation, reflective learning

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