Using Self-assessment Checklists to Make English Language Learners Self-directed

Self-directed learning (SDL) has recently gathered momentum among EFL/ESL researchers. Within
the SDL framework, learners are responsible to monitor and evaluate their own learning. Student selfassessment can play a crucial role in helping learners become more dedicated and motivated. This study aimed at examining the role of filling out self-assessment checklists by 115 Iranian EFL learners over three successive semesters with reference to the role of gender and level of proficiency. Three classes filled out a standard weekly self-evaluation checklist while three corresponding classes passed the same courses simultaneously without filling out any checklist. The result showed that there is not a significant difference between the final score of the control group and the treatment group as a whole.
However, individual analysis of mean score of parallel classes showed that there is a significant difference between the mean score of learners in third semester as the group filling out the checklist
scored significantly higher than those who did not. Individual analysis of mean score of third groups
also showed a significant difference between the mean score of females and males as female learners earned higher scores; however, overall score of learners did not show any significant difference
considering gender factor. In conclusion the implications of the present study are discussed.