e18
Abstract
This study explores the perceptions and practices of Iranian EFL teachers and learners regarding self-assessment and openness to criticism in language learning contexts. Employing a mixed-methods approach, the research combines quantitative data from surveys with qualitative insights from interviews and classroom observations. The findings indicate a general awareness among participants of the importance of self-assessment and constructive criticism, yet cultural and educational barriers often hinder their effective implementation. While many teachers acknowledge the pedagogical value of fostering student autonomy and reflective practices, challenges such as fear of judgment, lack of training, and traditional teacher-centered classroom dynamics persist. Learners, although receptive to feedback, demonstrate varying degrees of comfort with self-assessment and peer critique. The study underscores the need for teacher training programs and curriculum reforms that emphasize critical thinking, learner agency, and a supportive environment for self-reflection. Implications for enhancing teaching practices and promoting a more learnercentered approach in Iranian EFL classrooms are discussed.