Impact of Metacognitive Awareness on Selfassessment Skills of Lowerintermediate Level Efl Students

This study focuses on the relationship between lowerintermediate level efl learners’ metacognitive awareness and accuracy in selfassessment of a speaking test. we tried to raise the learners’ metacognitive awareness through practice in goalsetting and planning. to do so, 103 lowerintermediate level students took a pretest of speaking, completed a metacognitive awareness questionnaire, and had an immediate recall interview. next, they were divided into 2 groups and attended a course in which the students in 1 group received goalsetting and planning treatments. after administration of the posttests, the findings revealed that the goalsetting and planning treatment led the learners to gain higher levels of metacognitive awareness, t(101) = 2.45, p =. 019, and this increased awareness could increase their accuracy in selfassessment. such findings indicate that presenting the objectives of different tasks to learners and goalsetting can be applied in language learning classes to enhance their awareness and improve their selfassessment skills.