The efficiency of using essay-scoring rubrics in increasing learners' self-efficacy

الملخص EN

This study investigates teachers‟ and learners‟ attitudes towards the efficiency of using essayscoring rubrics in increasing learners‟ self-efficacy.

To prove or reject the hypothesis which assumes that using essay-scoring rubrics while assessing learners‟ compositions would affect their self-efficacy, a quantitative descriptive method was followed where two questionnaires were distributed to twenty-one teachers and fifty-eight second-year students at the department of English in 8 Mai 1945- Guelma- University.

The analysis of the questionnaires revealed that the majority of the respondents believe that rubrics have a positive impact on the learners‟ self-efficacy.

Accordingly, some practical recommendations were suggested to teachers to help them in increasing students‟ self-efficacy.