Abir SELATNIA (2024) Assessing EFL Students\' Writing Skills: Moving Beyond the Traditional Examination Format Case of First Year LMDStudents of English language atMohamed-CherifMessaadia University of Souk-Ahras. University of Souk Ahras
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Abstract
ABSTRACT
This study explores EFL teachers’ assessment practices during their writing sessions with first year LMD students in the department of English at Mohamed CherifMessadia University of Souk Ahras. It aims to investigate teachers’ awareness and actual use of alternative assessment formats beyond the traditional ones, as well as, the impact of these alternative formats on EFL learners’ writing skills development. Our exploratory research employs a mixed-methods design, combining quantitative data from teachers’ questionnaires with qualitative insights from classroom observation. The obtained findings highlight that the traditional examination format falls short in assessing EFL students\' writing skills as it primarily focuses on surface-level aspects such as grammar and vocabulary, neglecting the holistic evaluation of students\' critical thinking, creativity, organization, and coherence in writing. Also, alternative approaches, such as portfolio assessment, process-based assessment, and the integration of authentic writing tasks, can provide a more comprehensive and authentic evaluation of EFL students\' writing skills
This study explores EFL teachers’ assessment practices during their writing sessions with first year LMD students in the department of English at Mohamed CherifMessadia University of Souk Ahras. It aims to investigate teachers’ awareness and actual use of alternative assessment formats beyond the traditional ones, as well as, the impact of these alternative formats on EFL learners’ writing skills development. Our exploratory research employs a mixed-methods design, combining quantitative data from teachers’ questionnaires with qualitative insights from classroom observation. The obtained findings highlight that the traditional examination format falls short in assessing EFL students\' writing skills as it primarily focuses on surface-level aspects such as grammar and vocabulary, neglecting the holistic evaluation of students\' critical thinking, creativity, organization, and coherence in writing. Also, alternative approaches, such as portfolio assessment, process-based assessment, and the integration of authentic writing tasks, can provide a more comprehensive and authentic evaluation of EFL students\' writing skills
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 5106 |
| Date Deposited | 2024-07-11 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/5106 |