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All Journal Paradigm: Journal of Language and Literary Studies JOLLT Journal of Languages and Language Teaching
Ima Fitriyah
UIN Syekh Wasil Kediri
Humanities Languange, Linguistic, Communication & Media

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Exploring the Impact of Assessment as Learning on EFL Learners' Writing Performance: A Study of Varying Levels of Writing Engagement Ima Fitriyah; Utami Widiati; Rachel Mmapitso Maboa; Ary Setya Budhi Ningrum
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i2.16872

Abstract

In English as a Foreign Language (EFL) higher education, writing ability requires effective assessment. This study investigates the effect of Assessment as Learning (AaL) on students' argumentative writing performance. While AaL has been recognized for improving writing, limited research has explored its effects in relation to students' writing engagement (WE). This study examines (a) whether students taught through AaL perform better in writing than those given teacher feedback, (b) whether different WE level lead to different performance outcomes, and (c) whether there is an interaction between assessment type and WE level. Using a quasi-experimental 2x2 factorial design, the study involved two fourth-semester classes at an Islamic university in Kediri, Indonesia. One class (15 students) received AaL, while the other (13 students) received teacher feedback over 12 sessions. The AaL group followed Lee’s (2016) framework, incorporating personal goals, writing criteria, descriptive feedback, self- and peer assessment, and learning logs. Writing performance was measured through pre- and post-tests assessed by two raters, and WE levels were determined using a 27-item Writing Engagement Scale. Results from a two-way ANOVA showed a significant effect of AaL on students' writing performance. However, WE level and their interaction with the assessment method did not significantly affect outcomes. The findings suggest that AaL, particularly when adapted through Lee’s principles, enhances writing performance regardless of WE level. While engagement may not be the primary determinant of the success of AaL, EFL instruction could utilize AaL to enhance students writing outcomes and engagement in the classroom.
STRUCTURAL PATTERNS IN ELT CONFERENCE PROCEEDING INTRODUCTIONS Mahmud Yusron; Ima Fitriyah
PARADIGM: Journal of Language and Literary Studies Vol 8, No 2 (2025): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v9i1.41600

Abstract

Research article introductions play an important role in establishing the significance, focus, and contribution of a study. Although many studies have examined the rhetorical structure of research article introductions, limited attention has been given to introductions in English language teaching conference proceedings, particularly those written by Indonesian student writers. This study aims to identify the generic structure of introduction sections in ten English language teaching conference proceeding articles written by students from English education study programs in Indonesia. Using a qualitative case study design, the study analysed the introductions based on the modified CARS (Create a Research Space) model. The findings show that Move 1, establishing a territory, and Move 3, occupying a niche, appeared in all introductions, whereas Move 2, establishing a niche, appeared less consistently. The most frequent steps were claiming centrality, making topic generalisations, counter-claiming, outlining the purpose, and listing research questions or hypotheses. However, reviewing previous research, indicating a gap, continuing a tradition, and stating the value of the research appeared less frequently. These findings suggest that the writers were generally able to introduce their topics and present their studies, but they need stronger rhetorical awareness in using previous literature to establish clear research gaps and justify the significance of their research.
Co-Authors Ary Setya Budhi Ningrum Mahmud Yusron Rachel Mmapitso Maboa Utami Widiati