| Author(s)/Year of publication/Context | Methods/participants/instrument | Findings |
| | Mixed methods/97 college students/survey and interview | Repeated SA bridged the gap helped the students reflect upon their performance, find their weaknesses, adjust their following talk, and recognize their learning outcomes. |
| | Quantitative/2598 individuals/Survey questionnaire | SA has marginal effect on young students learning, however, their SA accuracy grows in repeated SA practice. |
| | Quantitative/92 newly enrolled students in ESL program/Questionnaire (SA tests and placement tests) | SA can be used a reliable instrument to discriminate between examinees. |
| | Mixed methods/31 Primary school students/5-point Likert scale Survey and interviews | Students’ age plays an important role in SA: older students make more conservative evaluations. |
| | Quantitative/106 Chinese learners/ Reading test, writing tasks, questionnaire | Young learners are capable of doing accurate SA |
| | Qualitative/10 student teachers/student feedback, audio recordings of lessons, and the educator’s self-assessment. | SA through PCLA enables teachers to self-reflect on their teaching and empowers them to plan their future work. |
| | Qualitative/13 Australian academics/ Semi-structured interviews | They have reported the benefits and challenges of SA as a learning material |
| | Quantitative/32 upper-intermediate EFL learners/5-point Likert scale Questionnaire | Significant correlation between SA and teacher assessment in assessing written production, no significant correlation between SA and teacher assessment in assessing oral production |
| | Mixed methods/50 EFL learners/ Questionnaires, interviews/Pretest | Participants were not positive towards self and peer-assessment on WhatsApp, and they preferred face-to-face interactions |
| | Quantitative/239 Turkish EFL learners/ Questionnaire/the comparison of scores in an objective placement test assigned by their instructors and the results of criterion-referenced SA scores. | Although self-assessment is an important predictor of language proficiency, it seems to be much weaker than teacher assessment. |
| | Qualitative/80 university students/ reflective journals and case study informants’ retrospective interviews | SA rubrics helped the learners in all three stages of self-regulated learning, namely forethought, performance and reflection |
| | Quantitative, Quasi-experimental/60 Translation students/Writing composition | self- and peer-assessment have significant role in enhancing writing skill |