The Impact of CEFR-Aligned Writing Assessments on Enhancing ESL/EFL Learners' Writing Competence: A Comparative Analysis
Keywords:
writing competence; ESL/EFL learners; peer feedback; automated writing tools; systematic literature review
Abstract
This systematic literature review (SLR) investigates the impact of CEFR-aligned writing assessments on ESL/EFL learners' writing competence from 2019 to 2024. Using the PRISMA framework, the review evaluates studies comparing CEFR-based writing interventions with traditional assessment methods, focusing on grammatical accuracy, coherence, and overall writing proficiency. Data were sourced from Scopus using well-defined inclusion criteria. Key themes include feedback mechanisms (peer, teacher, and automated tools like Grammarly), the role of digital platforms, and learner engagement. Findings suggest that CEFR-aligned assessments provide structured, outcome-driven writing improvement, especially when supported by feedback and technology-enhanced instruction. However, limitations remain concerning long-term effects and the applicability of gamified learning tools for advanced learners. This review underscores the need for future research into writing assessment scalability, task-based rubrics, and the integration of AI-driven evaluation tools in CEFR-based writing instruction.
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References
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Sudaryanto, S., & Widodo, P. (2020). Common European Framework of Reference for Languages (CEFR) dan implikasinya bagi buku ajar BIPA. Jurnal Idiomatik: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 3(2), 80-87. – journal
Walters, F. S. (2010). Cultivating assessment literacy: Standards evaluation through language-test specification reverse engineering. Language Assessment Quarterly, 7(4), 317–342. https://doi.org/10.1080/15434303.2010.516042 – journal
Weigle, S. C. (2002). Assessing Writing. Cambridge University Press. – book
Castillo-Cuesta, L. (2022). Using genially games for enhancing EFL reading and writing skills in online education. International Journal of Learning, Teaching and Educational Research, 21(1), 340-354. – journal
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press. – book
Ghaneiarani, S., Alavi, S. M., & Kaivanpanah, S. (2024). Enhancing writing ability of Iranian EFL learners through learning-oriented assessment: peer and teacher feedback implementation. Lang Test Asia, 14(39). https://doi.org/10.1186/s40468-024-00298-w – journal
Gough, D., Thomas, J., & Oliver, S. (2017). An introduction to systematic reviews.
Green, A. (2012). Language Functions Revisited: Theoretical and Empirical Bases for Language Construct Definition across the Ability Range. Cambridge English Language Assessment. Cambridge University Press. – book
Harsch, C., & Rupp, A. A. (2011). Designing and scaling level-specific writing tasks based on the CEFR levels: A test-centered approach. Language Assessment Quarterly, 8(1), 1-33. https://doi.org/10.1080/15434303.2010.516042– journal
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399– journal
Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645-655. https://doi.org/10.1111/j.1540-4781.2007.00627.x – journal
Little, D. (2011). The Common European Framework of Reference for Languages: A research agenda. Language Teaching, 44(3), 381-393. https://doi.org/10.1017/S026144481100009X – journal
Martínez-Carrasco, R., & Chabert, A. (2023). Writing on steroids? Accuracy of automatic corrective feedback in L2 competence development. Bellaterra Journal of Teaching & Learning Language & Literature, 16(3), e1142-e1142. – journal
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group*, T. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.
North, B., & Piccardo, E. (2019). Developing illustrative descriptors of aspects of mediation for the CEFR. International Journal of Applied Linguistics, 29(2), 198-214. https://doi.org/10.1111/ijal.12247 – journal
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., ... & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Sasayama, S., Garcia Gomez, P., & Norris, J. M. (2021). Designing efficient L2 writing assessment tasks for low‐proficiency learners of English. ETS Research Report Series, 2021(1), 1-31. – journal
Shaw, S. D. (2007). Examining Writing: Research and Practice in Assessing Second Language Writing. Cambridge University Press. – book
Sudaryanto, S., & Widodo, P. (2020). Common European Framework of Reference for Languages (CEFR) dan implikasinya bagi buku ajar BIPA. Jurnal Idiomatik: Jurnal Pendidikan Bahasa dan Sastra Indonesia, 3(2), 80-87. – journal
Walters, F. S. (2010). Cultivating assessment literacy: Standards evaluation through language-test specification reverse engineering. Language Assessment Quarterly, 7(4), 317–342. https://doi.org/10.1080/15434303.2010.516042 – journal
Weigle, S. C. (2002). Assessing Writing. Cambridge University Press. – book
Published
2024-07-22
Section
Articles
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