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JEELS (Journal of English Education and Linguistics Studies)
Published by Institut Agama Islam Negeri Kediri
ISSN : 24072575     EISSN : 25032194     DOI : https://doi.org/10.30762/jeels
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JEELS aims to disseminate the results of research in English Education and Linguistics. The published articles are the findings of research in the field of English language education and linguistics. The scope of research includes: English language teaching and learning English language testing and assessment English language instructional materials Curriculum design and development in ELT Information and Communication Technology in ELT Applied linguistics English language acquisition Discourse analysis
Arjuna Subject : Umum - Umum
Articles 391 Documents
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Exploring the Link between Lecturer Writing Assessment Literacy and Student Learning Experiences Pujiawati, Nia; Mujiyanto, Januarius; Hartono, Rudi; Yuliasri, Issy
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.5410

Abstract

Teachers' and students' ability to understand and apply principles of assessment, referred to as assessment literacy (AL), is central to sustaining high-quality teaching and learning. Despite growing recognition of AL's importance in L2 writing instruction, research directly measuring its impact on students' writing development remains limited. This study examines the influence of teachers’ writing assessment literacy (WAL) on students’ learning experiences in advanced L2 writing courses. Drawing on a multi-phase approach, a total of 24 teachers were first assessed using a writing assessment literacy test and then divided into proficiency groups. A total of 92 students (distributed across four groups of 18, 24, 26, and 24 participants, each corresponding to a teacher proficiency group) had their perceptions of assessment practices collected using the Assessment Experience Questionnaire and analyzed alongside the teacher groups. Surprisingly, the results showed that students of teachers with lower levels of writing assessment literacy (WAL) expressed significantly more positive views about assessment practices and educational experiences than those whose teachers had higher WAL levels. These findings challenge the prevailing assumption that greater teacher expertise inevitably leads to better student outcomes and highlight the complexity of the WAL–student learning relationship. The study highlights the need for context-sensitive approaches to professional development and suggests that both standardized and differentiated assessment strategies can provide significant benefits for diverse learners. 

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