The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher’s instructions, students wrote a first draft and assessed it using a scoring rubric. Drawing on this self-assessment, they wrote a second draft, also followed by a self-assessment as well as a self-assessment diary. As quantitative data, the scores of the first draft of the first class were compared with those of the second draft of the fourth class. Survey questionnaires, interviews, self-assessment diaries, and essay self-assessments served as qualitative data. The findings are, first, rubric-referenced self-assessment showed positive effects on students’ writing quality. Second, students came to perceive the effectiveness of rubric-referenced self-assessment. Lastly, rubric-referenced self-assessment positively influenced students’ learning strategies and attitudes. These results imply that rubric-referenced self-assessment promotes learning in a Korean high school EFL context, leading students to become self-regulated learners that take responsibility for their own learning.

1. INTRODUCTION
2. REVIEW OF LITERATURE
    2.1. Self-Assessment as  a Means of Improving Language Learning and Rubrics as Self-Assessment Tools
    2.2. Self-Assessment and Self-Regulated Learning
3. METHODOLOGY 
    3.1. Participants
    3.2. Instruments
    3.3. Data Collection Procedure
    3.4. Data Analysis
4. RESULTS
    4.1. Effects of Rubric-Referenced Self-Assessment on Students' Writing Quality
    4.2. Students' Perceptions about the Effectiveness of Rubric-Referenced Self-Assessment Training
    4.3. Development of Effective Learning Strategies and Positive Attitudes Toward Writing
5. DISCUSSION
6. CONCLUSION
REFERENCES

• Jinsook Kim(Seoul National University)