The effects of a learning-oriented writing assessment model on writing ability and writing process of EFL undergraduate students

Abstract

This mixed-methods study was conducted 1) to examine the effects of the learning-oriented writing assessment model on EFL undergraduate students’ writing ability, 2) to investigate the effects of the learning-oriented writing assessment model on EFL undergraduate students’ writing process, and 3) to explore the effects of the learning-oriented writing assessment model on EFL undergraduate students’ learning attitudes. The study participants were 30 first-year undergraduate students at a public university who were enrolled in a foundation English course. The period of the study was 8 weeks. There were seven data collection instruments, including the pre- and post-test, the learners’ journal, semi-structured interview questions for writing process, semi-structured interview questions for learning attitudes, writing ability questionnaire, writing process questionnaire, and learning attitude questionnaire. Quantitative data were analyzed using means, standard deviations, percentages, and paired sample t-tests. The study findings revealed that the learning-oriented writing assessment model had an effect on the development of students’ writing ability, enhanced students’ writing process, and impacted students’ learning attitudes. The findings of the study supported the integration of the learning-oriented writing assessment model into an English writing classroom to promote writing learning and language learning attitudes.