Promoting EFL learners´ writing through a hybrid formative-reflective assessment model

Abstract

This paper investigates the effectiveness of a hybrid formative-reflective assessment model in improving writing skills among English as a Foreign Language (EFL) learners, addressing critical gaps in current assessment practices that often overlook the integration of reflective components in formative feedback. Through a comprehensive analysis of qualitative and quantitative data collected from writing samples, assessment rubrics, and learner self-reflections, alongside surveys administered to both students and instructors, the study reveals significant enhancements in student writing proficiency and engagement. Key findings indicate that learners exposed to the hybrid model not only demonstrated improved writing scores but also expressed a deeper understanding of their writing processes and a heightened ability to self-critique. These results underscore the importance of incorporating reflective assessment practices in educational settings, particularly in the context of enhancing learner agency and self-efficacy. The significance of these findings lies in equipping EFL learners with stronger writing skills, the model fosters improved professional writing competencies essential for future specialized practitioners. Ultimately, this research offers valuable insights into the design of assessment frameworks that prioritize not just knowledge acquisition but the development of reflective practices, thereby contributing to more effective training and preparation of professionals who can articulate their ideas clearly and effectively in diverse settings.