This study investigates how self-assessment strategies can empower students of various year levels to overcome limitations in traditional, resource-constrained EFL assessments and enhance overall learning outcomes.  While multiple-choice tests offer efficiency, they can limit opportunities for deeper learning and self-directed skills development. This mixed-methods study employed a quasi-experimental design to explore the effectiveness of self-assessment for 150 EFL students from freshman, sophomore, junior, and senior years in an EFL program. A triangulation of data sources ensured a comprehensive understanding. Surveys assessed student perceptions of traditional assessments and current learning strategies. Course grades of Reading, Writing, and Translation from three semesters and final exam grades served as measures of student achievement in reading comprehension, writing, and translation skills. Think-aloud protocols observed students using self-assessment strategies during reading, writing, or translation tasks, prompting them to verbalize their thought processes. Focus groups explored student experiences with self-assessment in each skill area in the study at issue. The findings revealed that self-assessment strategies, combined with teacher support, can empower students to become more independent learners, strengthen critical thinking skills, and ultimately improve their reading comprehension, writing, and translation abilities, even within the constraints of traditional assessment formats.