ROLE OF TARGETED INSTRUCTIONALTEACHING AND EFFICIENT FEEDBACK ON ELLS’ WRITING SKILLS IN THE PERSPECTIVE OF FORMATIVE ASSESSMENT
Keywords:Formative assessment, Generic writing skills, portfolio, band descriptors
This research aims to highlight that ELL learners have gaps in their strategies of argumentative essay-writing skills. It hampers their capability to construct their declaration of argument successfully. ELLs stand at different points on the continuum of effective writing regarding the organization, elaborating, and using literary devices and conventions (Freeman, 2000). This study emphasizes that ELL learners' argumentative essay writing abilities may be progressed with explicit teaching techniques (Torgesen et al., 2007) and efficient, detailed feedback in a formative assessment perspective based on the constructivism Theory of Learning (Kim, 2015). Its goal is to file development in ELLs’ developing an argument out of the entire range of generic writing skills
with the assistance of specific instructional techniques and ongoing formative performance assessment with selected feedback pro forma. For that reason, ELLs are required to keep portfolios to broaden their insight with explicit instructions to judge their mistakes and monitor their track of improvement. A sample population of 15 undergraduate ELLs is selected out of 50 ELLs after a level screening test. Students' progress is computed using spearman’s correlation among scaled scores on essays obtained using selected rubrics. Moreover, correlation among every point in a row is likewise calculated to uncover the development path of undergraduate ELLs. The promising outcomes of this research proclaim that a combination of explicit instruction, formative
assessment, and detailed feedback can be used as a guideline for improving the argumentative writing skills of ELLs.
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PAKISTAN JOURNAL OF SOCIETY, EDUCATION AND LANGUAGE (PJSEL)Abbreviated KEY Title: Pak. j. soc. educ. lang. (Online) URL: http://pjsel.jehanf.com/archives.php ISSN 2523-1227 (Online), ISSN 2521-8123 (Print
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