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Writing Assessment Technique and Learner Performance: A Study in Instructors' Perceptions

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Title: Writing Assessment Technique and Learner Performance: A Study in Instructors' Perceptions
Language: English
Authors: Abdullah Alshakhi (ORCID 0000-0003-1569-516X)
Source: Educational Process: International Journal. Article e2025055 2025 14.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Second Language Learning, Writing Instruction, Writing Evaluation, Evaluation Methods, Teacher Attitudes, Higher Education, Writing Skills, Test Validity, Test Reliability, Writing Tests, Outcomes of Education, Formative Evaluation
Geographic Terms: Saudi Arabia
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax, organization, coherence and unity, relevance and clarity of ideas and presentation, etc. A writing assessment method must be geared to monitor and enhance all these micro-skills. However, the question arises: Is there a potential correlation between writing assessment technique and learner outcomes? Materials/methods: Qualitative research was conducted at the English Language Institute (ELI) in Saudi Arabia to study the perceptions of writing instructors on the writing assessment techniques used for the health track courses (ELIH 110 and ELIH 120), i.e., quizzes and academic essay writing, to review the assessment technique and its perceived impact on learner outcomes, if any, and to determine whether formative assessment should be given more weightage. The research data were collected from the writing instructors at the university using survey questionnaires and interviews. Results: The findings show that ELI instructors perceive a correlation between the robustness of writing assessment techniques and learner achievement. However, the participants did not favour giving more weightage to formative assessment in the final grading. Conclusion: Most of the teachers approved the validity and reliability of the assessment tools.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463474
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Writing Assessment Technique and Learner Performance: A Study in Instructors' Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Abdullah+Alshakhi%22">Abdullah Alshakhi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1569-516X">0000-0003-1569-516X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Process%3A+International+Journal%22"><i>Educational Process: International Journal</i></searchLink>. Article e2025055 2025 14.
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Reliability%22">Test Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Tests%22">Writing Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: Writing is an essential skill for EFL learners, and the development of flawless writing proficiency in English is the intended learner outcome of every writing course in an EFL program. Development of flawless writing skills involves perfection in orthography (spelling, punctuation, capitalization), grammaticality and syntax, organization, coherence and unity, relevance and clarity of ideas and presentation, etc. A writing assessment method must be geared to monitor and enhance all these micro-skills. However, the question arises: Is there a potential correlation between writing assessment technique and learner outcomes? Materials/methods: Qualitative research was conducted at the English Language Institute (ELI) in Saudi Arabia to study the perceptions of writing instructors on the writing assessment techniques used for the health track courses (ELIH 110 and ELIH 120), i.e., quizzes and academic essay writing, to review the assessment technique and its perceived impact on learner outcomes, if any, and to determine whether formative assessment should be given more weightage. The research data were collected from the writing instructors at the university using survey questionnaires and interviews. Results: The findings show that ELI instructors perceive a correlation between the robustness of writing assessment techniques and learner achievement. However, the participants did not favour giving more weightage to formative assessment in the final grading. Conclusion: Most of the teachers approved the validity and reliability of the assessment tools.
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  Data: 2025
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  Data: EJ1463474
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Test Validity
        Type: general
      – SubjectFull: Test Reliability
        Type: general
      – SubjectFull: Writing Tests
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: Writing Assessment Technique and Learner Performance: A Study in Instructors' Perceptions
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            NameFull: Abdullah Alshakhi
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            – D: 01
              M: 01
              Type: published
              Y: 2025
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              Value: 2147-0901
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