Abstract:
To address the concern of traditional summative-focused evaluation of the writing
skill, the current study aims to compare and contrast between three research articles
dealing with formative assessment and its impact on the writing skill in an EFL
teaching setting. The selected studies operate within different pedagogical contexts,
as each work is geographically distinct. The participants consist of EFL learners
who vary in age, level, and gender distribution according to each research article.
The methods are of experimental nature; the procedures of each research implement
qualitative and quantitative designs, each consisting of writing pre-tests and posttests as data collection tools in an experimental approach dealing with multiple
groups of participants respectively. The students' reports demonstrate how a
formative approach to EFL writing teaching benefits the learning experience to a
considerable extent. Written production under a process-oriented evaluation
revealed significant performance gains on the part of the learners as most students
took a positive stance towards the formative strategies implemented during each
study
