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All Journal Inspiring: English Education Journal INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Luís Miguel Oliveira de Barros Cardoso
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Impact of Performance-Based Assessment on Academic Writing Instruction Dewi, Anita Candra; Sheik Mohamed; Kh. Atikur Rahman; Luís Miguel Oliveira de Barros Cardoso
Inspiring: English Education Journal Vol 7 No 1 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i1.9030

Abstract

This study seeks to determine the positive impact of PBA, which synchronizes student achievement in the learning process with final grades. Performance-Based Assessment (PBA) is a pedagogical strategy used to achieve student targets in the following learning objectives, especially in Academic Writing courses that aim to make students competent novice writers. The Performance-Based Assessment teaching style allows students to write seminar-ready draft proposals at the end of the Academic Writing course. It was decided to adopt a single case study research design to get more thorough data about the respondents. This study used Performance-Based Assessment (PBA) in academic writing classes. This study shows that Performance-Based Assessment improves student learning, notably in Academic Writing, proving that PBA is a good teaching method.
Process-Based vs. Product-Based Approaches in Teaching Academic Writing: A Comparative Study Asrifan, Andi; Luís Miguel Oliveira de Barros Cardoso; K. J. Vargheese; Raveenthiran Vivekanantharasa
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.131

Abstract

Academic writing is essential in higher education, especially for English as a Foreign Language (EFL) learners who need to adhere to academic and publication standards. This research was carried out in the English Education Department of a public university in Indonesia, involving 40 undergraduate students aged 19 to 22 with intermediate English competence. Employing a mixed-methods quasi-experimental design, two intact classrooms were allocated distinct instructional methodologies during an eight-week period: one engaged in process-based teaching, while the other participated in product-based teaching. Quantitative analysis utilizing paired and independent sample t-tests indicated that the process-based group exhibited substantially larger improvement (M = 78.65, SD = 4.88) compared to the product-based group (M = 73.40, SD = 5.12), t(38) = 3.17, p < 0.01. The process-oriented approach also resulted in enhanced coherence, vocabulary, and structure. Qualitative findings from student interviews and reflections corroborated these outcomes, indicating enhanced engagement, motivation, and confidence among process-oriented learners. The results demonstrate that recursive writing techniques and iterative feedback significantly promote enduring writing advancement. The study advocates for the incorporation of process- and product-oriented components to improve EFL academic writing instruction in Indonesian higher education.
Co-Authors Asrifan, Andi Dewi, Anita Candra K. J. Vargheese Kh. Atikur Rahman Raveenthiran Vivekanantharasa Sheik Mohamed