Earticle

Previous research on instructor feedback in second language (L2) writing has been limited to the area of grammar. However, it is also important to understand the role of feedback in developing content, considering that integrated reading-to-write tasks, which emphasize one’s ability to discuss select topics, are gaining popularity in L2 writing. Using the Learning-Oriented Language Assessment 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. Participants were 11 TESOL master’s students and their professor in South Korea. During one semester, learners produced eight writings (initial draft and revision on four reading-to-write tasks). For each task, students read an academic research paper of their choice and wrote a one-page review of it. Learners also completed a self-assessment and received instructor feedback in the content domain of their writings. Quantitative and qualitative findings indicate that learners generally improved in the content domain. This could be attributed to repeated self-assessment, combined with instructor feedback, which promoted learners’ metacognitive reflection of their writing process and product. The results provide pedagogical implications for using integrated reading-to-write tasks and sustained feedback in L2 academic writing.

An increasing number of foreign language assessments are employing integrated writing tasks that involve different language modalities such as reading or listening (Plakans, 2009b). Thus, it is necessary for understanding how test-takers use strategies to complete their integrated tasks. This study investigated what strategies Korean learners of English used in an English integrated-reading-to-write task and its relationship to test performance, using quantitative and qualitative approaches. 41 Korean college-level students participated in completing an English integrated reading to write task. For quantitative data, the survey results on the participants’ strategy use and their writing performance results were collected. For qualitative data, focus group interviews were conducted. The survey questionnaires were modified by the Strategy Inventory for Integrated Writing (Yang & Plakans, 2012) which includes three strategy categories: self-regulatory, discourse synthesis, and “test-wiseness” of strategy use. The results revealed that Korean learners of English used goal-setting and self-regulatory strategies more often than discourse synthesis strategies such as connecting, selecting, and organizing. The participants’ self-regulatory strategy use had a positive impact on their performance, however, the participants’ “test-wiseness” strategy use had a negative impact on their performance. The findings provide pedagogical implications for second language assessment, learning, and teaching.