Developing Self-Assessment in The Integration of Communication Skills in EFL Classrooms

This paper explores the role of self-assessment as a central pedagogical tool in the integration of communication skills in English as a Foreign Language (EFL) classrooms, particularly at the B2 proficiency level. The study is grounded in the assumption that learners become more effective language users when they actively participate in evaluating their own progress. Rather than viewing assessment as an external judgment delivered by the teacher, this paper conceptualizes it as an internal, reflective process that supports learner autonomy and self-regulated learning. The integration of speaking, listening, reading, and writing skills requires learners not only to perform tasks but also to understand how and why they perform them. Self-assessment provides a structured pathway for such understanding. Through guided reflection, learners develop awareness of their strengths and weaknesses, set realistic goals, and gradually take responsibility for their own learning trajectory. The paper adopts an academic structure to examine theoretical foundations, practical implementation strategies, and expected outcomes. Special attention is given to classroom-based applications suitable for B2 learners, including the use of rubrics, checklists, reflective journals, and communicative tasks. The findings suggest that when self-assessment is systematically integrated into communicative skill instruction, it enhances not only language proficiency but also motivation, confidence, and metacognitive awareness.

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