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

Information

Item Type:	Master
Divisions:
ePrint ID:	5106
Date Deposited:	2024-07-11
Further Information:	Google Scholar
URI:	https://www.univ-soukahras.dz/en/publication/article/5106

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