An Analysis of EFL Learners’ Perceived Needs for Self-Assessment Tools to Enhance the Linguistic and Rhetorical Features of their Paragraph Writing

Grounded in Brown’s (1995) three systematic steps, this needs analysis adopted a mixed-methods approach to investigate needs perceived by learners of English as a foreign language (EFL) for self-assessment (SA) tools to enhance the linguistic and rhetorical features of paragraph writing. Ninety-four EFL learners at the University of Jordan completed questionnaires, with seventeen participating in follow-up interviews. Findings indicated that learners perceived the portfolio and checklist as needed for enhancing linguistic features, supported by themes of contextualized learning, cumulative learning, convenience, ease of use, and unfamiliarity with SA terminology and practices. Additionally, the checklist, portfolio, and journal were perceived as needed for enhancing rhetorical features, supported by themes of internalization, guided writing, and integrated SA practices. The study recommended incorporating these insights into writing course curricula.