implementing teacher and self-assessment of efl learners’ monologue transcriptions to enhance grammatical accuracy and complexity in oral production

Assessment refers to gathering, weighing out, and applying information to guarantee improvements in learning. this indispensably comes with feedback that suggests teachers must react to the errors to allow such improvements. alternative assessment and its types go against traditional assessment to profit from the process of measurement and teaching/learning simultaneously. this study looked at the effectiveness of teacher and self-assessment of monologue transcriptions in both grammatical accuracy and complexity of iranian efl intermediate learners’ oral production. to this end, 120 participants were homogenized through administrating a preliminary english test. they attended 14 session terms in two experimental and one control group. following the pretest of an ielts interview, the terms were managed for further interviews. then, monologue transcriptions were teacher and self-assessed to reach the posttest session in experimental groups. error free t-units measured grammatical accuracy, while t-unit, verb phrase, and dependent clause ratio beside mean length of utterance measured complexity. the teacher and self-assessment groups received feedback from the teacher and grammar checklist, respectively. statistical analyses showed both teacher and self-assessment of monologue transcriptions had significant effect on grammatical accuracy and complexity in the learners’ oral production. the study also revealed that self-assessment was significantly more effective than teacher assessment in improving the grammatical accuracy. yet, there was no significant difference between their levels of effectiveness in grammatical complexity of the learners’ speaking. the findings bear testimony that learners could trust themselves to detect and remove their errors, and that it is time for the efl teachers to implement alternative assessment along with feedback provision to enhance oral production and eventually foster second language acquisition. yet, both groups need to be trained for that.