Integration of Learning-oriented Assessment into Writing Instruction: A Case of IELTS Writing Preparation Class

Document Type : Research Paper

Authors

University of Tehran

Abstract

Learning-oriented assessment (LOA) seeks to support instruction by providing information about students’ current learning conditions and their ultimate performance. This study scrutinizes the application of LOA in English as a Foreign Language (EFL) writing classes within Iranian language institutes. In addition, the current study examined the participants’ writing traits using the researchers-developed writing traits questionnaire during the implementation of LOA. Sixty upper-intermediate students (male & female) in two intact classes at a language institute in Tabriz, Iran, were taken as the participants. One of these classes was randomly picked as the control and the other one as the experimental group. During the treatment, learners of the experimental group carried out the relevant writing tasks based on the principles of LOA. On the other hand, the control group adopted the teacher-centered approach. 120 IELTS writing task 2 samples were collected and scored by using a scoring rubric (Wang & Liao, 2008) before and after the LOA treatment. To realize the differences in the mean scores of students in the control group and the experimental group, an independent sample t-test was used. The findings showed that the students of the experimental group benefited vastly from multiple drafting, self, and peer-evaluation, sharing learning goals with teachers and each other, and using feedforward techniques instead of feedback. The results might provide both theory and pedagogy implications for syllabus designers and language teachers with valuable guidelines on improving writing assessment in IELTS writing courses.

Keywords

Main Subjects

The authors declare that there were no conflicts of interest and received no funding for this study.

 

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
Volume 41, Issue 3
August 2022
Pages 57-87

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History

  • Receive Date: 02 February 2022
  • Revise Date: 17 April 2022
  • Accept Date: 24 April 2022

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