This article examines the pedagogical significance of self-assessment and peer assessment in the development of writing skills in English as a foreign language. Research findings indicate that these assessment strategies effectively enhance learners’ autonomy, promote metacognitive awareness, and systematically improve writing competence, while simultaneously increasing students’ motivation and engagement in the learning process. These approaches foster critical reflection and active participation in writing tasks.

self-assessment, peer assessment, writing competence, metacognitive awareness.

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