Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany

  • Tetyana Mueller-Lyaskovets Technische Universität Dortmund (Dortmund Technical University)
  • Olena Horner University of Minnesota - Twin Cities
Keywords: Formative assessment, process writing, FL writing instruction, feedback

Abstract

Timed single-draft essays as summative assessment tasks have been argued to be inadequate for both teaching and assessing writing in the context of process writing. This is because single draft essays assess product rather than process. To address this concern, the authors developed, implemented, and evaluated two FL (foreign language) English writing courses that integrate various formative assessment activities for teaching writing. The course-embedded evaluation methodology included three techniques: pre-testing, collecting teacher-student conference reports, and administering a student opinion survey at the end of the semester. Pre-testing and collecting conference reports were both used as techniques for simultaneous teaching and inquiry into this teaching. The student opinion survey evaluated the course design grounded in the new teaching methodology. The findings of the study indicate that consistent use of formative assessment in the English as a Foreign Language (EFL) writing class increases student confidence and motivation to develop their writing skills. Results demonstrate that academic (C1 level) and college (B2 level) writing courses that integrate formative assessment into teaching process writing can be a valuable addition to an array of FL (English) language courses offered by the departments of foreign languages at European universities.

Author Biographies

Tetyana Mueller-Lyaskovets, Technische Universität Dortmund (Dortmund Technical University)
Lecturer,  Zentrum für HochschulBildung, Bereich Fremdsprachen/ American Studies Program, Technische Universität Dortmund; courses taught: Academic Writing and Reading and Technical Writing and Reading; M.Sc. in Higher Education, Purdue University; Ph.D. in Comparative Literature, Purdue University; six-year experience of teaching writing for the Introductory Composition at Purdue Program. 
Olena Horner, University of Minnesota - Twin Cities

Administrative Associate, Office of Institutional Research; 

Ph.D. in Higher Education, University of Minnesota.

Published
2021-07-07
How to Cite
Mueller-Lyaskovets, T., & Horner, O. (2021). Integrating Formative Assessment with Foreign Language (English) Process Writing Instruction: Lessons from Two College Writing and Reading Classes in Germany. Journal of Academic Writing, 11(1), 62-79. https://doi.org/10.18552/joaw.v11i1.499
Section
Articles