Assessment Reflection: Push toward Autonomous Learning in Role Play Oral English Course

Autonomous learning refers to the ability to self-direct the learning process through planning, choosing goals, materials, and assessment strategies in line with one's motivation and contextual affordances (Henri, 1979). This research sheds light on how assessment reflection in the Role Play Oral English Course (RPOEC) helps primary students develop autonomous learning in oral English. The findings are presented from three perspectives, namely, learners' agency, learners' attitudes, and learners' behaviours, to address the following questions: (1) How is assessment reflection demonstrated by learners and teachers in the RPOEC? (2) How does assessment reflection foster students' autonomous learning agency? (3) How does assessment reflection shape students' autonomous learning behaviours? (4) How does assessment reflection influence students' autonomous learning attitudes? This is a qualitative case study aligned with curriculum-based practical research, aiming to explore autonomous learning through reflective assessment among primary students in China. The findings indicate that assessment reflection in the RPOEC plays a crucial role in establishing autonomous learning agency. This process begins with taking one's own role (target language preparation), followed by self-assessment, peer assessment, and teachers' constructive comments. Together, these practices push students toward self-regulation and self-direction in the learning process. The reflective cycle combines self-learning, problem-finding, problem-analysis, problem-solving, and goal-setting, and finally transforms into a renewed strategic cycle that sustains further learning.