Examining the Effectiveness of Learning Oriented Language Assessment in Second Language Reading to Write Tasks Focusing on Instructor Feedback and Self-assessment

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  2. Examining the Effectiveness of Learning Oriented Language Assessment in Second Language Reading to Write Tasks Focusing on Instructor Feedback and Self-assessment

This study examined the effectiveness of Learning-Oriented Language Assessment (LOLA) in an L2 academic writing context. Using the LOLA framework, this study examined the effectiveness of instructor feedback in the content domain in reading-to-write tasks. It also compared instructor feedback with students’ self-assessment of their own writings. Students’ reading-to-write performance generally improved within the LOLA framework, as supported by both quantitative and qualitative data.

Authors: Kim, H. J., Kim, A. A. (WIDA)

The Journal of Asia TEFL

Released January 2021