9. Self - Assessment

Assessment plays a key role in all aspects of human's life, principally, in education, the effects of measurement and assessing is considered by many scholars and researchers. Nowadays and after the emergence of constructivists' school of L2 learning in 1960's. (Brown, H. D. 2000), a great shift was happened form the role of teachers to the role of learners. Learning became the point of many surveys rather than teaching. Consequently, in assessment, the learners' role was influencing more and more.

More effectively, alternative assessment (or alternatives in assessment, a term used by Brown & Hudson, 1998) was a new trend in assessment and testing. Among the different forms of alternative assessment, self-assessment (S.A.) was very attracted by scholars since the early of 1990's. Many researchers worked and studied on different facets and effects of S.A. McNamara, T., Chapelle & Brindly, Brown, H. D. and Hudson, Alderson, J. C., Brantmier, C., Saito, Y., Srimavian, and Kariki, Wiseman and many other scholars have worked on different aspects of Self-Assessment. Most of these studies have been done to introduce S.A. as a new form of assessment and to clarify the effective nature of S.A. in improving learners' motivation and their involvement in the process of learning.

The role of S.A. in learning new words and improving learners reading abilities are some other works that are investigated by researchers and teachers. The reliability and validity of S.A. questionnaires are done in large numbers. But little works are done on the influence of S.A. on learners mind and strategies of learning. Most of the works are done on the effects of S.A. on writing skill and reading comprehension strategies (Liang, John, & Oscarson, M., & Marcy, T.). But considering the role of vocabulary learning and the strategies which learners use in their learning processes highlights the importance of a study on the relationships between S.A. and V.L.S. which can explores the effectiveness of learners' self-assessment in learning. Consequently this study aims to find out any existed relation between S.A. and vocabulary learning strategies that will be a practical guide for all those who are teaching and learning a second/foreign language.

To this end, 100 Iranian university EFL students will be joined in our survey. They will fill a self-assessment questionnaire which conducted form two questionnaires by Brantmier, C. & Vandeplank, R. (2008) and Brantmier C. (2006) and Roever, C. & Powers, E. D. (2005). Another questionnaire to finding the patterns of learners' vocabulary strategies will be used which were used in a study by Kudo, Y. (1999). The results will be used to examine the correlations between two questionnaires to answer the research question.