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Comprehensive Review of Writing Assessments in EFL Contexts: A Meta-Synthetic Study

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Title: Comprehensive Review of Writing Assessments in EFL Contexts: A Meta-Synthetic Study
Language: English
Authors: Taufiqulloh (ORCID 0000-0001-7258-6037), Fahrus Zaman Fahdly (ORCID 0000-0003-2004-8223), Ihda Rosdiana, Christine N. Ferrer, Chandchom Ratsamemonthon, Meyga Agustya Nindya (ORCID 0000-0001-5149-0984), Nico Irawan (ORCID 0000-0002-5955-7634)
Source: International Journal of Language Testing. 2025 15(1):193-213.
Availability: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Descriptors: Writing Tests, Evaluation Methods, English (Second Language), Second Language Learning, Instructional Effectiveness, Writing Skills, Feedback (Response), Peer Evaluation, Technology Uses in Education, Artificial Intelligence, Technology Integration
ISSN: 2476-5880
Abstract: Writing assessments in the EFL context today have put a great concern on language acquisition and proficiency testing. However, diverse techniques and practices require a comprehensive synthesis to better understand trends, gaps, and best practices. This study reviews and synthesizes prior research on writing assessments in EFL contexts. It examines the dominant assessment approaches, their effectiveness, and their impact on EFL learners' writing skills holistically. The study employs a meta-synthesis approach. Fifty journal articles indexed by Scopus, ERIC, Crossref, Google Scholar, DOAJ, Copernicus, and other indexing databases between 2018 and 2024 were selected as the data to review in this study. The data selection was conducted to ensure the relevance and quality of the literature reviewed. The results include a variety of assessment practices such as teacher feedback, self-assessment, peer-assessment, blended or collaborative assessment, automated writing evaluation (AWE), and artificial intelligence in EFL writing settings. The study also concludes that, despite the diversity and complexity of writing assessments in EFL contexts, there is a strong need for more standardized and contextually valid assessment practices. Effective assessments align with instructional goals and offer meaningful feedback that supports student learning. The study recommends developing comprehensive assessment frameworks tailored to specific EFL contexts, providing more training for educators in assessment literacy, and conducting further research into the long-term impact of various assessment practices on the writing development of EFL learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463743
Database: ERIC
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  Data: Comprehensive Review of Writing Assessments in EFL Contexts: A Meta-Synthetic Study
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+Testing%22"><i>International Journal of Language Testing</i></searchLink>. 2025 15(1):193-213.
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  Data: Tabaran Institute of Higher Education. Shariati 60, Shariati Blvd, Ghasem Abad, Mashhad, Khorasan Razavi, Iran. Tel: +98 (51) 35227215; e-mail: ijlt@tabaran.ac.ir; Web site: http://www.ijlt.ir/
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  Data: Writing assessments in the EFL context today have put a great concern on language acquisition and proficiency testing. However, diverse techniques and practices require a comprehensive synthesis to better understand trends, gaps, and best practices. This study reviews and synthesizes prior research on writing assessments in EFL contexts. It examines the dominant assessment approaches, their effectiveness, and their impact on EFL learners' writing skills holistically. The study employs a meta-synthesis approach. Fifty journal articles indexed by Scopus, ERIC, Crossref, Google Scholar, DOAJ, Copernicus, and other indexing databases between 2018 and 2024 were selected as the data to review in this study. The data selection was conducted to ensure the relevance and quality of the literature reviewed. The results include a variety of assessment practices such as teacher feedback, self-assessment, peer-assessment, blended or collaborative assessment, automated writing evaluation (AWE), and artificial intelligence in EFL writing settings. The study also concludes that, despite the diversity and complexity of writing assessments in EFL contexts, there is a strong need for more standardized and contextually valid assessment practices. Effective assessments align with instructional goals and offer meaningful feedback that supports student learning. The study recommends developing comprehensive assessment frameworks tailored to specific EFL contexts, providing more training for educators in assessment literacy, and conducting further research into the long-term impact of various assessment practices on the writing development of EFL learners.
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  Data: EJ1463743
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      – Text: English
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        PageCount: 21
        StartPage: 193
    Subjects:
      – SubjectFull: Writing Tests
        Type: general
      – SubjectFull: Evaluation Methods
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Writing Skills
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      – SubjectFull: Artificial Intelligence
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