THEORETICAL FRAMEWORK OF SELF-ASSESSMENT IN TEACHING AS A FOREIGN LANGUAGE: A COMPREHENSIVE ANALYSIS

This article provides a comprehensive analysis of the theoretical framework surrounding self-assessment in the context of teaching foreign languages. It explores various models and theories that underpin self-assessment practices, highlighting their significance in enhancing learner autonomy and promoting reflective learning. The discussion includes an examination of the psychological and pedagogical principles that inform self-assessment, such as metacognition, motivation, and feedback mechanisms. Additionally, the article addresses the challenges and benefits of implementing self-assessment in foreign language education, offering insights into best practices and strategies for educators.