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in foreign language teaching.Self-assessment is defined as the involvement of learners in making judgments abouttheir own learning，particularly about their achievements and the outcomes of their learning(Boud＆Falchikov 1989). According to Boud (1995)，it is crucial for all learners to developthe ability to judge their own performance and to monitor their own learning process.Bailey(1998:227) asserts that “self-assessment is a procedure by which the leamersthemselves evaluate their language skills and knowledge”. Self-assessment helps students totake control of their learning in which it helps them to make explicit and therefore accessibleto their own control processes (Taras 2001).There are some other conceptions on self-assessment. Self-assessment is considered asone of the most important skills that students require for effective learning and for futureprofessional development and life-long learning (Stafani 1998). Benson(2005) alsoemphasizes the formative value of self-assessment by stressing that the reliability of learners’assessments of their proficiency seems to be of less importance than their capacity to engagein the process of self-assessment．So, self-assessment is considered as an effective assessmentform which fosters students’ automatic reflection upon their learning process and learningresults.
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2.2 The Theoretical Basis for Self-assessment

2.2.1 Metacogition
The concept of metacognition was first proposed by American psychologist J．H．Flavellin the 1970s as the knowledge and cognition about cognitive objects..Williams& Burden(2006) describe in more detail what metacognitive strategiesincludes：“an awareness of what one is doing and the strategies one is employing，as well as aknowledge about the actual process of learning；they also include an ability to manage andregulate consciously the use of appropriate learning strategies for different situations；theyinvolve an awareness of one’s own mental processes and an ability to reflect on how onelearns.” (Williams & Burden 2006：148)Chamot&0’Malley(1990) defined metacognitive strategies as “higher executive skillsthat entail planning for monitoring，or evaluating the success of a learning activity．”Thisdefinition also considers metacognitive ones as a higher level than other strategies，implyingthe important status of metacognitive strategies. It can take many forms; it includesknowledge about when and how to use particular strategies for learning or for problemsolving. A. Demetriou, in his theory, one of the neo-Piagetian theories of cognitivedevelopment, used the term hypercognition to refer to self-monitoring, self-representation,and self-regulation processes, which are regarded as integral components of the human mind.
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3. Research Design...... 27
3.1 Research Purpose & Research Questions ..... 27
3.2 Subjects......... 27
3.3 Instruments ......... 27
3.4 Data Collection ......... 29
3.5 Research Methods, Procedures and Analysis ..... 30
4. Results and Discussion ....... 34
4.1 The Effectiveness of Self-assessment to Improve Self-taught........ 34
4.2 The Significant Difference in respect of English Reading..... 37
4.3 Self-taught Learners’ Attitude to the Application...... 39
5. Conclusion......... 42
5.1 Major Findings.... 42
5.2 Implication of the Study ....... 43
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