THE SIGNIFICANCE OF SELF-ASSESSMENT AND PEER FEEDBACK

Abstract

This study investigates the role of self-assessment and peer feedback in enhancing students’ English language learning within higher education. Using a PRISMA-based systematic review, 393 records from the Scopus database were initially identified, of which 21 empirical studies published between 2020 and 2025 met all inclusion criteria. The search strategy focused on keywords related to self-assessment, peer assessment, learning outcomes, and formative feedback, and was limited to English-language articles in the Social Sciences subject area. The results reveal a significant increase in research activity and citation impact in recent years, demonstrating the growing academic interest in student-centered assessment practices. Bibliometric analyses show that leading contributions originate from the United States, China, the United Kingdom, Australia, Russia, and several emerging regions, including Kazakhstan. The keyword co-occurrence map identifies five major thematic clusters linking self-assessment to peer evaluation, feedback literacy, medical and professional education, metacognition, and self-regulated learning. Overall, the findings indicate that self-assessment and peer feedback foster learner autonomy, metacognitive awareness, evaluative judgment, and improved language performance. However, challenges such as student mistrust in peer competence and difficulties maintaining objectivity highlight the need for structured guidance and instructional support. The study contributes to the expanding body of research advocating for the integration of self-assessment and peer feedback as essential components of effective, reflective, and sustainable higher education pedagogy.