College of Languages and Translation
The article "Investigating the Role of Process-Oriented Assessment in Enhancing Writing Development in EAP Learners" by Aayesha Sagir Khan and Anam Khan examines the impact of process-oriented assessment (POA) on the writing skills of English for Academic Purposes (EAP) learners in Saudi Arabia. The study employs a quasi-experimental research design, contrasting the effects of formative feedback through POA on an experimental group against traditional assessment methods used with a control group. The research specifically focuses on various aspects of writing, including coherence, organization, grammar, lexical variation, and the development of argumentation, aiming to determine the efficacy of POA in enhancing these components.
The findings reveal that emphasizing technological processes within POA notably enhances learners' organizational skills and their ability to develop arguments effectively. However, the study indicates that the impact of POA on grammar and lexical coverage is comparatively lower, suggesting that while the process approach is beneficial, it may require supplementary direct instruction to achieve balanced writing development across all areas. The authors propose that EAP instruction in Saudi Arabia should adopt a multifaceted assessment method, integrating various approaches rather than relying solely on one area. This comprehensive strategy could better address the diverse needs of learners and contribute to more effective writing development in EAP contexts.