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(2020) research demonstrates that SA is an effective learning strategy

for promoting self-directed learning in writing.

Lin (2019) investigated an online peer assessment strategy to

support mind-mapping reversed EFL writing courses for university

students. Her study identified the quality of peer feedback on writing

competencies and learning autonomy. Her research revealed a strong

correlation between peer evaluation of student's writing abilities and

their independence in revising the text before the next meeting. She

affirms that "an online peer assessment learning environment helps

learners become more independent, critical, and autonomous in English

language learning" (p. 387).

These previous studies demonstrate that writing instructors

should incorporate both SA and PA into the classroom to enhance the

writing performance of their students. By involving students in self-

assessment (SA) and peer assessment (PA), they are provided with an

opportunity to comprehend the criteria and standards by which their

work is evaluated (Adie et al., 2018; Boud & Molloy, 2013; Sadler,

1989). This enables them to consistently check their own performance.

Through self-assessment or peer assessment, AaL as an assessment

procedure engages students in monitoring and evaluating their learning

progress in order to develop their metacognition.

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