نوشین آذین

Developing second language (L2) writing proficiency remains a major challenge for many English as a Foreign Language (EFL) learners, highlighting the need for effective instructional and assessment approaches that can enhance writing development. The present study examined the impact of learning-oriented assessment (LOA) on minimizing learners' writing difficulties and improving their L2 writing performance. To this end, 70 homogenized upper-intermediate EFL learners from a language school in Tehran participated in a quasi-experimental study. Using convenience sampling, the participants were assigned to an experimental group ( n = 33) and a control group ( n = 37). The data were analyzed using one-way ANCOVA and one-way MANCOVA. The results revealed that LOA had a significant positive effect on learners' writing development, particularly in the components of complexity, accuracy, and fluency (CAF). The findings suggest that incorporating learning-oriented assessment into writing instruction can effectively support L2 writing development and reduce learners' writing difficulties. The study offers important implications for L2 writing pedagogy, language assessment, and the implementation of learning-oriented instructional practices.

Over the past decades, the use of strategies by language learners has been the subject of considerable research. Yet comparatively few studies have examined the direct effects of strategy instruction on the actual writing strategy use of learners, with specific comparisons involving students at different levels of proficiency. This study examined if focused writing strategy instruction can increase the use of writing strategies by EFL learners. Using a mixed-methods design, 64 undergraduate learners in Iran were divided into experimental and control groups. The experimental group received strategy-based instruction grounded in Oxford’s (1990) framework, while the control group received conventional writing instruction. Data were collected through pre- and post-tests, stimulated recall protocols, and a validated strategy-use questionnaire. Findings from a mixed between-within ANOVA revealed significant time-group- proficiency interactions, indicating that strategy instruction benefited learners differently across proficiency levels. Qualitative analysis further highlighted how learners integrated strategies into their writing practices. The results have implications for tailoring writing instruction to proficiency-specific needs.