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The Role of Diagnostic Writing Assessment in Promoting Chinese EFL Students' Learning Autonomy: An Action Research Study

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Title: The Role of Diagnostic Writing Assessment in Promoting Chinese EFL Students' Learning Autonomy: An Action Research Study
Language: English
Authors: Jufang Kong, Mingwei Pan (ORCID 0000-0003-0761-3590)
Source: Language Teaching Research. 2026 30(4):2060-2084.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Undergraduate Students, English (Second Language), Second Language Learning, Writing Evaluation, Independent Study, Feedback (Response), Writing Ability, Intervention, Learning Strategies
Geographic Terms: China
DOI: 10.1177/13621688231178465
ISSN: 1362-1688
1477-0954
Abstract: Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers' feedback, there is a paucity of research into English as a foreign language (EFL) students' responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students' learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson's three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form realistic perceptions of their writing abilities, formulate approachable remedial learning goals, select appropriate learning methods and content, monitor learning processes, and evaluate learning outcomes. It was also found that teacher interventions could significantly enhance EFL students' learning management. This study highlighted the role and tested the feasibility of adopting diagnostic writing assessment to facilitate EFL students' autonomous learning.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502900
Database: ERIC
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  Data: The Role of Diagnostic Writing Assessment in Promoting Chinese EFL Students' Learning Autonomy: An Action Research Study
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  Data: <searchLink fieldCode="AR" term="%22Jufang+Kong%22">Jufang Kong</searchLink><br /><searchLink fieldCode="AR" term="%22Mingwei+Pan%22">Mingwei Pan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0761-3590">0000-0003-0761-3590</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(4):2060-2084.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 25
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</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+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Ability%22">Writing Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/13621688231178465
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  Data: 1362-1688<br />1477-0954
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers' feedback, there is a paucity of research into English as a foreign language (EFL) students' responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students' learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson's three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form realistic perceptions of their writing abilities, formulate approachable remedial learning goals, select appropriate learning methods and content, monitor learning processes, and evaluate learning outcomes. It was also found that teacher interventions could significantly enhance EFL students' learning management. This study highlighted the role and tested the feasibility of adopting diagnostic writing assessment to facilitate EFL students' autonomous learning.
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  Data: 2026
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        Value: 10.1177/13621688231178465
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        StartPage: 2060
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Independent Study
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Writing Ability
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      – SubjectFull: Intervention
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      – SubjectFull: Learning Strategies
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      – SubjectFull: China
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              Y: 2026
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