The Role of Transparency in Writing Assessment Practices in Fostering Learner Autonomy in Writing

Abstract

This study examined the role of writing assessment practices in developing learner autonomy in writing. Two research instruments, namely a students‟ questionnaire and a teacher‟s interview,were designed and administered in the English language department at the University of Mohammed Seddik Ben Yehia during the academic year 2018/2019 to address this issue.The students‟ questionnaire was administered to a sample of sixty (60) third year EFL learners chosen at random on the basis of convenience. In order to crossexamine the students‟ responses, a teacher interview was conducted with one written expression teacher at the same department. The analysis of the research results revealed that a slight majority of the responses indicated that the evaluation used in the writing course is transparent enough to foster students‟ autonomy in writing. However, a crosscomparison of the students „responses with the results of the teacher interview has revealed that the writing course has some serious weaknesses, which impact negatively on its effectiveness in fostering learners‟ autonomy in writing. These weaknesses can be summarized in four points: the insufficient time allotted for practice, the weak frequency and ineffectiveness of feedback, improvisation in the design of tests, and weak level in peer evaluation. In addition, the teacher‟s responses suggested that the issue of the connection between the transparency in evaluation criteria and fostering students‟ autonomy in writing is more problematic in the content modules of the curriculum.