Young Learners' Participation in the Negotiation and Construction of Assesment Criteria and their Metacognitive Knowledge Development in an EFL Class

Abstract

ABSTRACT: EFL elementary schools should allow learners to participate in the construction and negotiation of self-assessment criteria from an early age as part of the skills they might learn in their education. Allowing students to propose criteria for self-assessment helps them to develop an awareness of attitudinal and linguistic aspects of their English language learning which can contribute to their lifelong learning. This action research study intends to enlighten EFL elementary school teachers on what happens with young learners’ metacognitive knowledge development when they participate in the negotiation and construction of self-assessment criteria. how young learners can participate in the negotiation and construction of self-assessment criteria and what happens with their metacognitive knowledge development.