Implementing Assessment as Learning in Online EFL Writing Classes

Abstract

This article describes the implementation of assessment as learning (AaL) in an online English-as-a-foreign-language (EFL) writing course at a university in China. The authors observed that challenges from the university administration and students were found when integrating AaL into face-to-face writing classrooms, including failure to offer prompt feedback due to the packed course syllabus and large class sizes as well as students’ low engagement due to insufficient English ability, shyness, or prior learning experience. An online teaching innovation was therefore made to tackle these problems. Key steps of the online AaL-focused writing process included (1) establishment of writing goals with peers and teachers through forums on the learning management system (LMS) and live-broadcasting platforms, (2) instructional scaffolding of genre knowledge and writing strategies via videos and quizzes on the LMS before writing, (3) self-assessment, peer-assessment and teacher feedback via online document editors and online chat rooms during writing, and (4) self-reflection via online worksheets on the LMS after writing. Data including a post-course survey and student interviews showed that the online formative assessment practices facilitated the implementation of AaL strategies and improved students’ learning by offering timely focused feedback, creating personalized learning experiences, and encouraging learner engagement. Implications for applying AaL in a blended EFL writing classroom during the post-pandemic era are discussed.