Abstract. This study aims to explore the efficacy of the use of rubric-referenced self-assessment in the context of EFL students^ writings. The goal is to provide experimental and qualitative support for the application of rubric-referenced self-assessment among EFL students who are in the early stages of acquiring English writing skills, comprising a total of 59 participants. 30 students assigned to the experimental group composed English procedural texts with the help of rubric-referenced self-assessment. In contrast, their peers in the control group adhered to conventional assessment procedures when writing their texts. Quantitative data were taken from the evaluations of both initial drafts and final texts, while qualitative data were drawn from interviews, logs, and students^ writings. The findings show that the students in the experimental group outperformed those in the control group in writing procedural text. In addition, the study highlighted the impact of rubric-referenced self-assessment, as it promoted autonomous learning. Instructively, the teacher gave less support for the experimental group since they displayed the capacity to independently identify and correct their errors, enhancing the overall quality of their works by comparing their work against the criteria in the rubric. They managed to add specific elements in their writings, such as temporal conjunctions and sequence markers. Students in the control group, conversely, were able to improve their writings only in terms of generic structure.
Keywords: self-assessment- rubric- language assessment
