Résumé:
This study examined the role of writing assessment practices in developing learner
autonomy in writing. Two research instruments, namely a students‟ questionnaire and a
teacher‟s interview,were designed and administered in the English language department at
the University of Mohammed Seddik Ben Yehia during the academic year 2018/2019 to
address this issue.The students‟ questionnaire was administered to a sample of sixty (60)
third year EFL learners chosen at random on the basis of convenience. In order to crossexamine
the students‟ responses, a teacher interview was conducted with one written
expression teacher at the same department. The analysis of the research results revealed
that a slight majority of the responses indicated that the evaluation used in the writing
course is transparent enough to foster students‟ autonomy in writing. However, a crosscomparison
of the students „responses with the results of the teacher interview has revealed
that the writing course has some serious weaknesses, which impact negatively on its
effectiveness in fostering learners‟ autonomy in writing. These weaknesses can be
summarized in four points: the insufficient time allotted for practice, the weak frequency
and ineffectiveness of feedback, improvisation in the design of tests, and weak level in
peer evaluation. In addition, the teacher‟s responses suggested that the issue of the
connection between the transparency in evaluation criteria and fostering students‟
autonomy in writing is more problematic in the content modules of the curriculum.
