Abstract:
This study presents the findings of a classroom research carried
out to investigate the effect of Self Assessment on the Second Language
Writing of Undergraduates. Second language (L2) writing depends on the
variety of background experience, needs, interests and purposes for writing
and these aspects play a vital role in second language writing situations than
in first language. Thus second language writers in the research context, the
University of Jaffna, face challenges in developing writing skills. The ability
to produce accurate writing needs to be developed among these
undergraduates. As many of the writings are difficult to understand due to
grammatical inaccuracies and incorrect organization, this study was
designed to investigate a suitable technique to improve these students’ L2
writing. Hence this study attempted to find out the effect Self Assessment
had on students’ writing. In this study, self assessment is defined as a type of
autonomous feedback the learner achieves on learning progress. Twenty four
third year undergraduates in the Faculty of Arts, University of Jaffna who
were specializing in social sciences were selected among a total population of
ninety seven students. The group was treated with free writing activities, self
assessment sessions and remedial steps. Students` attitude on self assessment
was also investigated through a questionnaire. The results revealed that Self
Assessment had a positive impact on students` writings and students
revealed a positive attitude to Self assessment. Irrespective of gender, both
male and female students were able to improve their writing ability. The
study has important implications for ESL teachers who teach writing at the
University of Jaffna in particular and at other universities across the island.
