Learning-Oriented Assessment in L2 Writing: Effects on Iranian EFL Learners’ Overall Writing Performance and the Development of Complexity, Accuracy, and Fluency(مقاله پژوهشی دانشگاه آزاد)
منبع:
Curriculum Research, Volume ۷, Issue ۲ , ۲۰۲۶
82 - 109
حوزههای تخصصی:
Developing second language (L2) writing proficiency remains a major challenge for many English as a Foreign Language (EFL) learners, highlighting the need for effective instructional and assessment approaches that can enhance writing development. The present study examined the impact of learning-oriented assessment (LOA) on minimizing learners' writing difficulties and improving their L2 writing performance. To this end, 70 homogenized upper-intermediate EFL learners from a language school in Tehran participated in a quasi-experimental study. Using convenience sampling, the participants were assigned to an experimental group ( n = 33) and a control group ( n = 37). The data were analyzed using one-way ANCOVA and one-way MANCOVA. The results revealed that LOA had a significant positive effect on learners' writing development, particularly in the components of complexity, accuracy, and fluency (CAF). The findings suggest that incorporating learning-oriented assessment into writing instruction can effectively support L2 writing development and reduce learners' writing difficulties. The study offers important implications for L2 writing pedagogy, language assessment, and the implementation of learning-oriented instructional practices.