A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN ENGLISH AS A FOREIGN LANGUAGE WRITING
DOI:
https://doi.org/10.35631/IJEPC.1162034Keywords:
EFL Writing, Feedback, Formative Assessment, MechanismAbstract
Formative assessment (FA) has increasingly been recognized as an effective approach for enhancing English as a Foreign Language (EFL) writing, providing an alternative to traditional summative assessment. This systematic review aims to examine the types, effectiveness, and underlying mechanisms of FA practices in EFL writing classrooms. Following the PRISMA framework, empirical studies published between 2015 and 2024 were analysed. The review identifies three main categories of FA: mediated assessment, learner-centred practices, and technology-enhanced tools. Across diverse learner populations and instructional contexts, these approaches consistently support improvements in writing performance, often outperforming traditional assessment methods. Key mechanisms driving these outcomes include timely and actionable feedback, active engagement of learners in the assessment process, and opportunities for iterative reflection and revision. The findings highlight the importance of adopting process-oriented, learner-engaged, and technology-supported assessment practices in EFL writing instruction, providing insights for both practical classroom application and future research.
Downloads
References
Abdullateef, S. T., & Muhammedzein, F. (2021). Dynamic assessment: A complementary method to promote EFL learning. Arab World English Journal, 12(2), 279-293. https://doi.org/10.24093/awej/vol12no2.19
Aghazadeh, Z., & Soleimani, M. (2020). The effect of e-portfolio on EFL learners' writing accuracy, fluency, and complexity. Reading Matrix: An International Online Journal, 20(2), 182-199.
Alnasser, S. M. N. (2022). Comparing English language learners’ perceptions of how reliable computer-based, teacher-based, and peer feedback is: A case study. Journal of Language Teaching and Research, 13(3), 678-687. https://doi.org/10.17507/jltr.1303.24
Becker, A. (2016). Student-generated scoring rubrics: Examining their formative value for improving ESL students' writing performance. Assessing Writing, 29, 15-24. https://doi.org/10.1016/j.asw.2016.05.002
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5
Bowen, N. E. J. A., Thomas, N., & Vandermeulen, N. (2022). Exploring feedback and regulation in online writing classes with keystroke logging. Computers and Composition, 63, Article 102692. https://doi.org/10.1016/j.compcom.2022.102692
Cheng, G. (2022). Exploring the effects of automated tracking of student responses to teacher feedback in draft revision: Evidence from an undergraduate EFL writing course. Interactive Learning Environments, 30(2), 353-375. https://doi.org/10.1080/10494820.2019.1655769
Double, K. S., McGrane, J. A., & Hopfenbeck, T. N. (2020). The impact of peer assessment on academic performance: A meta-analysis of control group studies. Educational Psychology Review, 32(2), 481-509. https://doi.org/10.1007/s10648-019-09510-3
Ebrahimi, M., Izadpanah, S., & Namaziandost, E. (2021). The impact of writing self-assessment and peer assessment on Iranian EFL learners’ autonomy and metacognitive awareness. Education Research International, 2021, Article 9307474. https://doi.org/10.1155/2021/9307474
Ekahitanond, V. (2013). Promoting university students’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta Journal of Educational Research, 59(2), 247-265. https://doi.org/10.55016/ojs/ajer.v59i2.55617
ElEbyary, K., Shabara, R., & Boraie, D. (2024). The differential role of AI-operated WCF in L2 students’ noticing of errors and its impact on writing scores. Language Testing in Asia, 14. https://doi.org/10.1186/s40468-024-00312-1
Erfani, S. S., & Nikbin, S. (2015). The effect of peer-assisted mediation vs. tutor-intervention within dynamic assessment framework on writing development of Iranian intermediate EFL learners. English Language Teaching, 8(4), 128-141.
Etemadi, S. H., & Abbasian, G. R. (2023). Dynamic assessment and EFL learners’ writing journey: Focus on DA modalities and writing revision types. Teaching English Language, 17(1), 53-79. https://doi.org/10.22132/tel.2022.162923
Ghafar, Z. N., & Mohamedamin, A. A. (2022). Writing in English as a foreign language: How literary reading helps students improve their writing skills: A descriptive study. Canadian Journal of Educational and Social Studies, 2(6), 61-70. https://doi.org/10.53103/cjess.v2i6.81
Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews (2nd ed.). SAGE Publications
Guadu, Z. B., & Boersma, E. J. (2018). EFL instructors’ beliefs and practices of formative assessment in teaching writing. Journal of Language Teaching and Research, 9(1), 42-51.
Guo, K., Pan, M., Li, Y., & Lai, C. (2024). Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability. Internet and Higher Education, 63, Article 100962. https://doi.org/10.1016/j.iheduc.2024.100962
Guo, Q., & Xu, Y. (2021). Formative assessment use in university EFL writing instruction: a survey report from China. Asia Pacific Journal of Education, 41(2), 221-237. https://doi.org/10.1080/02188791.2020.1798737
Haynes, R. B., Richardson, W. S., & Guyatt, G. H. (1994). Users’ guides to the medical literature. I. How to get started. JAMA, 271(21), 1615–1618. https://doi.org/10.1001/jama.1994.03510300077038
Huang, S.-C. (2015). Setting writing revision goals after assessment for learning. Language Assessment Quarterly, 12(4), 363-385. https://doi.org/10.1080/15434303.2015.1092544
Kamali, M., Abbasi, M., & Sadighi, F. (2018). The effect of dynamic assessment on L2 grammar acquisition by Iranian EFL learners. International Journal of Education and Literacy Studies, 6(1), 72–78.
Kaveh, A., & Rassaei, E. (2022). Mobile-mediated versus face-to-face dynamic assessment, EFL learners’ writing fluency, and strategy awareness: A sociocultural perspective. Language and Sociocultural Theory, 9(1), 34–68. https://doi.org/10.1558/lst.20288
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.
Mauludin, L. A. (2018). Dynamic assessment to improve students’ summary writing skill in an ESP class. Southern African Linguistics and Applied Language Studies, 36(4), 355-364. https://doi.org/10.2989/16073614.2018.1548296
McNamara, D. S., & Kendeou, P. (2022). The early automated writing evaluation (eAWE) framework. Assessment in Education: Principles, Policy & Practice, 29(2), 150-182. https://doi.org/10.1080/0969594X.2022.2037509
Meihami, H., & Esfandiari, R. (2020). Comparative effects of self-assessment, peer-assessment, and teacher assessment on EFL learners’ writing performance. XLinguae, 13(4), 91-107. https://doi.org/10.18355/XL.2020.13.04.7
Mohamadi, Z. (2018). Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation, 59, 29-40. https://doi.org/10.1016/j.stueduc.2018.02.003
Naghdipour, B. (2017). Incorporating formative assessment in Iranian EFL writing: A case study. The Curriculum Journal, 28(2), 283-299. https://doi.org/10.1080/09585176.2016.1206479
Nielsen, K. (2014). Self‐assessment methods in writing instruction: A conceptual framework, successful practices and essential strategies. Journal of Research in Reading, 37(1), 1-16. https://doi.org/10.1111/j.1467-9817.2012.01533.x
Novakovich, J. (2016). Fostering critical thinking and reflection through blog‐mediated peer feedback. Journal of Computer Assisted Learning, 32(1), 16-30. https://doi.org/10.1111/jcal.12114
Nurhayati, A. (2020). The implementation of formative assessment in EFL writing: A case study at a secondary school in Indonesia. Pedagogy: Journal of English Language Teaching, 8(2), 126-137. https://doi.org/10.32332/pedagogy.v8i2.2263
Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Springer.
Pourdana, N., & Tavassoli, K. (2022). Differential impacts of e-portfolio assessment on language learners' engagement modes and genre-based writing improvement. Language Testing in Asia, 12. https://doi.org/10.1186/s40468-022-00156-7
Rashidi, N., & Bahadori Nejad, Z. (2018). An investigation into the effect of dynamic assessment on the EFL learners' process writing development. SAGE Open, 8(2), 1-14. https://doi.org/10.1177/2158244018784643
Rassaei, E. (2021). Effects of dynamic and non-dynamic corrective feedback on EFL writing accuracy during dyadic and small group interactions. IRAL - International Review of Applied Linguistics in Language Teaching, 59(2), 233-265. https://doi.org/10.1515/iral-2016-0044
Richardson, W. S., Wilson, M. C., Nishikawa, J., & Hayward, R. S. (1995). The well‑built clinical question: A key to evidence‑based decisions. ACP Journal Club, 123(3), A12–A13. https://doi.org/10.7326/ACPJC-1995-123-3-A12
Rosenthal, R. (1979). The file drawer problem and tolerance for null results. Psychological Bulletin, 86(3), 638-641. https://doi.org/10.1037/0033-2909.86.3.638
Saeedi, Z., & Meihami, H. (2015). E-portfolio as a corrective platform towards EFL students' overall/componential writing performance. Teaching English with Technology, 15(4), 76-97.
Sardarianpour, S., & Kolahi, S. (2021). The comparative effect of dynamic and negotiated assessment on EFL learners' writing complexity and fluency. Advances in Language and Literary Studies, 12(2), 1-12.
Sherkuziyeva, N., Imamutdinovna Gabidullina, F., Ahmed Abdel-Al Ibrahim, K., & Bayat, S. (2023). The comparative effect of computerized dynamic assessment and rater‑mediated assessment on EFL learners’ oral proficiency, writing performance, and test anxiety. Language Testing in Asia, 13. https://doi.org/10.1186/s40468-023-00227-3
Silva, H., Lopes, J., Dominguez, C., Payan-Carreira, R., Morais, E., Nascimento, M., & Morais, F. (2016). Fostering critical thinking through peer review between cooperative learning groups. Revista Lusófona de Educação(32), 31-45.
Søndergaard, H., & Mulder, R. A. (2012). Collaborative learning through formative peer review: Pedagogy, programs and potential. Computer Science Education, 22(4), 343-367. https://doi.org/10.1080/08993408.2012.728041
Spector, J. M., Ifenthaler, D., Sampson, D., Yang, J. L., Mukama, E., Warusavitarana, A., & Gibson, D. C. (2016). Technology enhanced formative assessment for 21st century learning. Educational Technology & Society, 19(3), 58–71.
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53, 100645. https://doi.org/10.1016/j.asw.2022.100645
Topping, K. (2018). Using peer assessment to inspire reflection and learning. Routledge.
Torabi, S., & Safdari, M. (2020). The effects of electronic portfolio assessment and dynamic assessment on writing performance. CALL-EJ, 21(2), 52-69.
