Self-assessment in EFL classes of secondary education in Türkiye: The Common European Framework of Reference for Languages (CEFR)-based implementations

Abstract

The current study investigates the CEFR-based self-assessment implementations in English as a foreign language (EFL) classes in secondary education in Türkiye. The study adopted a qualitative research design, and the data were collected via document analysis, an interview form, and an observation checklist. The results revealed an incongruity between theory and practice regarding the CEFR-based self-assessment implementations in 9th grade EFL classes; the CEFR-based self-assessment was provided in the coursebook through 'can do' statements at the end of each unit in the 'Check Yourself ' parts. However, the compatibility of these items with the EAQUALS Bank of Descriptors as Checklists was relatively low. In addition, the study revealed that the participating teachers favoured self-assessment implementations in their classes. However, they did not implement the self-assessment parts upon completing units in real EFL class contexts.

The Application of Language Proficiency Scales in Education Context: A Systematic Literature Review

“…Like the nexus of CEFR with local context policies, not all cases are enjoyable. Despite the introduction of CEFR in education policy, some ESL teachers in Malaysia (Sidhu et al, 2018) and Turkey (Yüce & Mirici, 2022) had limited comprehension of CEFR-aligned curriculum and could not use CEFR properly. Moreover, students were discouraged from reflecting on their work based on the tasks.…”