Self-assessment and reflection have become essential elements of contemporary English language instruction (ELT). They promote learner autonomy, augment metacognitive awareness, and fortify critical thinking abilities. This study examines the methodological importance of self-assessment and reflective practices in English Language Teaching, emphasizing its theoretical foundations, practical uses, and educational consequences. The paper contends, based on existing knowledge, that self-assessment and reflection enhance language competency while also cultivating lifelong learning abilities, emotional intelligence, and self-regulated learning. The study utilizes a qualitative analysis of theoretical frameworks and empirical data to illustrate that the systematic incorporation of these practices into English Language Teaching can convert the classroom from a teacher-centered to a learner-centered setting. The research concludes that the systematic application of self-assessment and reflection endows students with vital 21st-century abilities, while also identifying problems and proposing solutions for effective.  

Self-assessment, reflection, ELT, pedagogy

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