RUDN Journal of Psychology and PedagogicsRUDN Journal of Psychology and PedagogicsВестник Российского университета дружбы народов. Серия: Психология и педагогика2313-16832313-1705Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)4784910.22363/2313-1683-2025-22-2-361-380WHXGWLPERSONALITY IN CONTEMPORARY EDUCATIONAL ENVIRONMENTЛИЧНОСТЬ В СОВРЕМЕННОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕResearch ArticleRubric design and self-assessment of EFL writing: A case of Russian undergraduate linguistics studentsРазработка и результаты применения критериев для самооценивания англоязычной письменной речи российских студентов лингвистического бакалавриатаhttps://orcid.org/0000-0001-6545-8256ABD-2284-20217665-6062RodomanchenkoAida S.РодоманченкоАида Сергеевна

Ph.D. in Pedagogics, Associate Professor, School of Foreign Languages, HSE University; Associate Professor, National University of Science and Technology MISIS, Department of Foreign Languages and Communication Technologies

кандидат педагогических наук, доцент Школы иностранных языков, Национальный исследовательский университет «Высшая школа экономики»; доцент кафедры иностранных языков и коммуникативных технологий, Национальный исследовательский технологический университет «МИСИС»

a.rodomanchenko@gmail.comhttps://orcid.org/0009-0007-6973-20497329-8435SokolovOleg A.СоколовОлег Андреевич

postgraduate researcher, Institute of Foreign Languages

аспирант, Институт иностранных языков

olegsokolov0501@gmail.comHSE UniversityНациональный исследовательский университет «Высшая школа экономики»National University of Science and Technology MISISНациональный исследовательский технологический университет «МИСИС»Moscow City Pedagogical UniversityМосковский городской педагогический университет30122025222VOL 22, NO2 (2025)ТОМ 22, №2 (2025)36138030122025Copyright ©; 2025, Rodomanchenko A.S., Sokolov O.A.Copyright ©; 2025, Родоманченко А.С., Соколов О.А.2025Rodomanchenko A.S., Sokolov O.A.Родоманченко А.С., Соколов О.А.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/psychology-pedagogics/article/view/47849

This study explores the role of rubric design in enhancing self-assessment practices in English as a Foreign Language (EFL) writing, with a focus on fostering metacognitive awareness and self-regulated learning. Self-assessment has been widely recognised for its potential to improve writing quality, learner autonomy, and critical self-reflection, however, its effectiveness largely depends on how rubrics are designed and implemented as pedagogical tools. Despite this, relatively little research has examined the impact of rubric design on self-assessment processes and writing outcomes in EFL contexts. This exploratory study compares the learning outcomes associated with two types of rubrics used in teaching EFL writing: a genre-oriented rubric, which emphasises structural and content conventions specific to text types, and a pragmatics-oriented rubric, which focuses on clarity of communication and audience engagement. The study involved 15 senior linguistics undergraduate students (aged 21–22) at Higher School of Economics in Moscow. They engaged in iterative cycles of drafting, self-assessment, revision, and publication of blog posts, with rubric criteria introduced progressively. Data were collected through self-, peer-, and teacher assessments. The findings suggest that the pragmatics-oriented rubric promoted greater audience engagement, while the genre-oriented rubric helped students better organize their texts and maintain coherence. Variations in self-assessment outcomes underscored the need for targeted training in rubric use to strengthen metacognitive skills. The study points to the importance of aligning rubric design with broader pedagogical goals to develop transferable writing strategies and self-regulated learning skills. 

Рассмотрена связь содержания оценочных рубрик с развитием умений письменной речи на английском языке как иностранном (EFL) у студентов-лингвистов. Особое внимание уделено развитию метакогнитивных умений, связанных с письмом, а также развитию навыков саморегулируемого обучения. Как показывают современные исследования, несмотря на значимость самооценивания для развития умений письменной речи, автономии обучающихся и критического мышления, эффективность самооценивания во многом определяется особенностями применяемых педагогических инструментов, в частности оценочных рубрик. При этом связь формата и содержания рубрик с результатами обучения письму остается недостаточно изученной. В настоящем исследовании сравниваются результаты обучения студентов, которые работали с двумя типами оценочных рубрик: жанрово-ориентированной (акцент на структурно-содержательных особенностях текста) и прагматически-ориентированной (акцент на вовлеченности читателя и прагматическом эффекте текста). В исследовании приняли участие 15 студентов (возраст 20–21 лет) старшего курса бакалавриата направления «Лингвистика» НИУ ВШЭ в Москве. Исследование состояло из четырех циклов написания постов для блогов, включающих создание черновика, самооценивание, редактирование и публикацию. Критерии оценочных рубрик вводились поэтапно. Количественные данные собирались на основе самооценивания обучающихся, их взаимного оценивания, а также оценки преподавателя. Результаты показали, что использование прагматически-ориентированной оценочной рубрики способствовало повышению ориентированности текста на читателя, тогда как жанрово-ориентированной оценочной рубрики — организации и связности письменного высказывания. Выявленные различия в результатах обучения подчеркивают необходимость целенаправленного обучения студентов работе с самооценочными рубриками для развития метакогнитивных умений и подтверждают значимость согласования содержания рубрик с целями обучения более высокого уровня для формирования универсальных стратегий письма и повышения уровня автономии обучающихся.

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