Assessment for Learning (AFL): Its Role in L2 Writing Contexts

Assessment plays a significant role in learning. Traditionally, it is regarded as a judgement on students’ learning proficiency. In such cases, summative assessment or assessment of learning (AoL) generally plays its leading role. This type of assessment has long kept a seat for many centuries. The value of assessment in terms of fostering learning has not been instantly recognized. Up until recently, formative assessment or assessment for learning (AfL) has stepped into the spotlight. This academic article aims to reveal a different but interesting aspect of assessment and its full potential to maximize students’ L2 learning, specifically in the L2 writing contexts, with an introduction of assessment for learning (AfL) in L2 writing pedagogy as a learning tool to effectively support students’ L2 learning and skill development. Before reaching that goal, however, several interesting issues concerning the nature of assessment for learning (AfL) and L2 writing pedagogy need to be carefully considered as being discussed in the present article. As a number of benefits of an implementation of assessment for learning (AfL) to both students and teachers in L2 writing pedagogy are disclosed in this article, it is worth challenging the old practice, the traditional L2 writing classroom practice, as described in the article.

The Convergence of the COVID-19 Pandemic and EFL Writing Pedagogy: The Paradigm Shift

In the academic context in the COVID-19 era, learning, once traditionally taking place in the classroom, has been changed to be driven online. This happens in all fields of study, including the writing pedagogy. Even in the post-pandemic, its influence can still be witnessed in forms of online or digital learning via various communication platforms such as ZOOM or Webex Meetings. However, though this phenomenon sparks a surprising educational transformation as being discussed in diverse articles across different disciplines, its silver linings, positively affecting writing pedagogy, specifically in the EFL writing instruction context, can be recognized though they come with great challenges as being reviewed. To be aware of these issues, this academic article aims to raise this topic as a paradigm shift of EFL writing pedagogy, particularly in higher education by virtue of the COVID-19 pandemic. In so doing, the novel EFL writing pedagogy frameworks, its new feedback regime, and its triangular dimensions are introduced and discussed for long-term practical pedagogical implications, especially after the pandemic legend in the digital era

Students' Perspective: Three Types of Reflective Written Feedback

To enhance one’s writing ability, different types of feedback have been employed in languagewriting classes. Some are more effective than others in specific learning atmospheres. Thispaper reveals the attitudes of thirty-four English major sophomores toward three types ofreflective written feedback: self-, peer-, and teacher-reflective written feedback through afive-point Likert type rating scale attitude questionnaire. According to the analysis of theirresponses, the findings indicated that teacher-reflective written feedback was unquestionablythe best and most effective feedback source to help develop their writing performance, especially beyond the boundary of grammatical improvement. Self- and peer- reflective written feedback, nevertheless, were both perceived as other significant sources of useful feedback, particularly on grammatical aspects, whereas their limited language proficiency was raised as a rudimentary obstacle to overcome when carrying out these two tasks. Some profound and far-reaching pedagogical implications were taken into account based on the results of the study

Boosting EFL Students’ Positive Attitudes toward Writing in English: The Role of Journal Writing with Peer Feedback

Since students’ English writing ability improvement is influenced by their positive attitudes toward writing in English and vice versa (Petric, 2002), this paper pedagogically raises teachers’ awareness of the utility of journal writing, with peer feedback, to create EFL writing classes where students’ English writing ability development and their positive attitudes toward writing in English meet. The data was collected from the responses of 42 Mathayomsuksa 3 students at a secondary school in Thailand to the pre- and post- treatment attitude questionnaires.The findings indicated that the students had positive attitudes toward writing in English both before and after the treatment with a significant increase following the treatment. Their positive attitudes toward four aspects of writing in English were significantly boosted after the treatment: writing as a means of self-expression, the importance of learning to write in learning English, self-perceived writing ability, and self-satisfaction with English writing

ผลของการเขียนบันทึกและการประเมินโดยใช้ผลย้อนกลับจากเพื่อนต่อความสามารถทางการเขียนของนักเรียนที่เรียนภาษาอังกฤษเป็นภาษาต่างประเทศ

Thesis (M.A., Teaching English as an Internantional Language)-Prince of Songkla University, 201