Effects of the Learning-oriented Writing Assessment Model on EFL Undergraduate Students’ Writing Ability

Heng Lu; Chatraporn Piamsai

doi:10.66947/pasaa.v74i1.3395

Authors

Heng Lu Chulalongkorn University
Chatraporn Piamsai

DOI:

https://doi.org/10.66947/pasaa.v74i1.3395

Keywords:

Learning-oriented assessment, writing ability, LOWA, undergraduate student, paragraph writing

Abstract

Learning-oriented assessment (LOA) has proven beneficial across diverse EFL classrooms by actively enhancing learners' language abilities. Various scholars proposed different learning-oriented assessment frameworks to integrate characteristics from formative assessment and summative assessment in order to innovate EFL pedagogy. The current study aims to explore the implementation of a Learning-oriented writing assessment (LOWA) model which was designed for EFL learners to reflect on their writing challenges and proactively seek solutions throughout the writing process. The participants were from an intact group of 30 undergraduate students enrolled in a foundation English course at a public university in Bangkok. The intervention lasted for eight weeks. This study employs a mixed-methods design, incorporating a quasi-experimental (one-group pretest-posttest) framework complemented by a qualitative component. Data collection is conducted concurrently during the intervention to capture the unfolding process of writing development. The quantitative component utilizes objective writing pre-tests and post-tests, along with weekly writing ability
questionnaires, to monitor students’ self-perceived progress in content, organization, and language throughout the intervention cycles. These numerical data are integrated with a qualitative component consisting of weekly learners’ journals. The study revealed that the LOWA model can be adopted in language classes to enhance EFL learners’ writing skills. A paired-sample t-test indicated a significant difference between students’ pretest and posttest on both narrative paragraph writing performance (t(29) = -13.29, p < .001) and opinion paragraph writing performance (t(29) = -16.05, p < .001). Through thematic analysis, the learners’ journals provided a complementary explanation for the observed statistical improvements, shedding light on the specific reflective practices and
problem-solving strategies employed by students to achieve their gains. Despite the absence of a control group, the study offers valuable, contextspecific insights for instructional innovation in L2 writing settings, emphasizing a learner-centered assessment approach.

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