Second Language Writing Instruction:A Systematic Review of Methodologies and Assessment Practices
Keywords:
Second Language Writing, Writing Assessment, Pedagogical Approaches, E-Feedback, Writing AnxietyAbstract
This study presents a systematic review of instructional methodologies and assessment practices in second language (L2) writing education. By analyzing recent studies published between 2019 and 2023, it identifies a range of pedagogical approaches, including process-based, genre-based, task-based, and technology-integrated methods. Assessment techniques such as written corrective feedback, formative assessment, and digital portfolios are also critically examined. The findings highlight that the integration of innovative pedagogies and technologies, such as Automated Writing Evaluation (AWE), multimodal e-feedback, and e-peer feedback can enhance students' writing performance when supported by adequate training for teachers and learners. However, challenges remain, including limited assessment literacy among non-TEFL teachers, variations in teaching practices, and high levels of writing anxiety among learners. This review underscores the importance of ongoing teacher professional development, context-sensitive and equitable assessment design, and holistic instructional approaches that incorporate emotional support to foster an empowering and effective L2 writing learning environment
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