EIREducational Innovation Research3029-18443029-1852WHIOCE PUBLISHING PTE. LTD.10.18063/EIR.v4i3.1787ArticleCognitive Processes and Emotional Experiences in Rubric-Based L2 Writing Self-Assessment: Differences Across Proficiency Levelshttps://artdesignp.com/journal/EIR/4/3/10.18063/EIR.v4i3.1787LiXiaodong2026432026-03-26Self-assessment is important, especially for Chinese English as a Second Language (ESL) university students. This study looked at cognitive processes and emotional experiences of Chinese university students at different L2 levels in writing self-assessment. It invited 24 Chinese university students to evaluate their L2 writing with a rubric and then asked them to recall their thoughts and feelings in doing. It is found that self-assessment is demanding work, both cognitively and emotionally. It is also found that students with high L2 proficiency followed a more recursive and coherent pattern in L2 writing self-assessment and they reported more positive emotions with low arousal. Low language level students followed self-assessment in a more straightforward way. They also had more negative experiences. These findings may be useful for teachers who are developing ways to support self-assessment in their classrooms.Cognitive process,Emotional experience,Self-assessment,L2 writing,Students with different language levels

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