SELF-ASSESSMENT AS A TOOL FOR DEVELOPING LEARNER AUTONOMY IN FOREIGN LANGUAGE CLASSES

Abstract

The article is devoted to the theoretical and methodological understanding of self-assessment as a tool for developing learner autonomy in the process of foreign language learning. The relevance of the study is determined by the increasing role of formative assessment within competence-oriented education and by the need to rethink traditional models of monitoring learning achievements. The purpose of the article is to substantiate the didactic potential of self-assessment in developing learners’ ability to consciously plan, monitor, and adjust their own learning activity. The theoretical basis of the study includes concepts of learner autonomy, self-regulated learning, and formative assessment in foreign language education. The research applies theoretical-analytical, conceptual, comparative, and logical-structural methods, which made it possible to clarify the meaning of self-assessment and to identify its functions within the system of foreign language teaching. It is shown that self-assessment performs primarily instructional and reflective functions and supports a gradual transition from external pedagogical control to internal self-regulation of learning activity. The relationship between self-assessment and the key components of learner autonomy is substantiated, and methodological conditions for its effective implementation are identified. The main forms of self-assessment are systematised, including checklists, analytic rubrics, can-do statements, and tools of the European Language Portfolio. The systematic use of self-assessment, supported by clear criteria and pedagogical guidance, contributes to the development of responsible learning behaviour and learner autonomy. The practical value of the results lies in their possible application to lesson design, the selection of assessment criteria, and the organisation of students’ reflective learning work.