Application of Self-Assessment Checklists in Supporting IELTS Writing Improvement for Advanced Learners: An Empirical Analysis
Abstract
This study explores the effectiveness of using guided self-assessment checklists to improve IELTS Writing performance among advanced learners, particularly those at around band 6.5. A quasi-experimental mixed-methods design was adopted, involving 75 participants divided into an experimental group (n = 37) and a control group (n = 38). Over an eight-week period, the experimental group engaged in a structured feedback cycle that incorporated self-assessment checklists, peer feedback, and teacher input, while the control group received only teacher feedback. The findings indicate that learners in the experimental group made noticeably greater improvements in writing performance compared to those in the control group. The most notable gains were observed in Task Response and Coherence and Cohesion, with a higher proportion of students reaching band 7.0 or above. Qualitative data further suggest that the intervention enhanced learners’ metacognitive awareness, goal-setting practices, and sense of autonomy. These results highlight the value of transforming abstract assessment criteria into practical, learner-friendly tools. Overall, the study demonstrates that integrating structured, learner-centered feedback approaches can play a meaningful role in improving IELTS writing outcomes, particularly in high-stakes testing contexts.