Perceptions of self-assessment literacy and self-directed reflection during online learning for Iranian EFL student teachers

ABSTRACT

During the Covid-19 pandemic, student teachers had to master, reflect, and evaluate individually due to the remote online learning process. Self-assessment literacy and self-directed reflection have turned into tools for autonomous learning during unmonitored online learning processes. An investigation of student teachers’ self-assessment literacy and self-directed reflective practices can shed light on their significant applications during unmonitored online learning experiences. This qualitative study investigated 15 Iranian English language student teachers with a semi-structured interview and theme-based analysis to gain in-depth information about their processes and experiences. The results showed that student teachers gained benefits such as preparing before the class, setting aims and objectives, checking, reflecting, modifying on previous learning, acquiring specific knowledge and skills, filling the gap, having self-reflection individually, planning and adapting their actions and performance to reach an ideal self, controlling emotional factors, enhancing own confidence by self-motivational remarks, and creating unrestricted learning opportunities.

KEYWORDS:

• Self-assessment literacy
• self-directed reflection
• online learning
• EFL student teachers

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Mohammad Hossein Arefian

Mohammad Hossein Arefian is an M.A and B.A holder in applied linguistics from Shahid Rajaee Teacher Training University, Tehran, Iran. He has been teaching English for many years and working as a supervisor and teacher trainer. His main interests are teacher education, reflective practice, action research, and assessment.