Continuous Assessment and Constructive Feedback for Improving English Language Writing Skill

Abstract

Writing seems to be a hard skill for EFL learners, but it can be improved through teachers’ different strategies. The current study aims to investigate the role of teachers’ continuous assessment and constructive feedback in developing the writing skill of third-year middle school learners. Therefore, the main question that is raised in this research is: What are the effective teaching writing strategies that middle school teachers should implement to enhance students’ writing? To answer our research question, we adopted the mixed method to collect quantitative and qualitative data. As a result, we relied on two different investigation instruments; a questionnaire and a classroom observation. The questionnaire was administered to middle school teachers in Tissemsilt City. However, classroom observation was used to observe how the teacher can assess third- year middle school students during the writing sessions. The results revealed that both teachers’ ongoing assessment and constructive feedback are effective strategies that middle school teachers may use to enhance their students’ writing abilities.