Vietnamese tertiary EFL students’ perceptions of self-assessment in writing skills

Abstract

This study aims to explore Vietnamese tertiary EFL students’ perceptions of self-assessment in academic writing within a learner-centered framework. Using a mixed-methods approach, data were collected from 223 second-year English majors at a state university in Southern Vietnam through questionnaires and semi-structured interviews. Findings revealed generally positive attitudes toward self-assessment, with students recognizing its role in clarifying writing goals, enhancing critical thinking, and fostering motivation. However, challenges such as difficulty using rubrics, low confidence in judgment, and anxiety about discrepancies with teacher assessment were also reported. These findings highlight the need for structured training and pedagogical scaffolding. The study offers implications for integrating reflective practices into writing instruction to promote learner autonomy and engagement in EFL contexts.