نسیم قنبری

As a formative assessment procedure, self-assessment aims to converge learners’ and teachers’ views in assessment. Hence, reducing the perceptual mismatches between the learners’ and the teachers’ assessment would positively affect the learning process. For this aim, the present study investigated to what extent the learners’ assessment of their writing before and after being provided with a list of rating criteria, agrees that of their teachers. Therefore, a body of 6 EFL writing teachers and 27 EFL learners participated in this study. The learners were asked to rate their writing before and after being provided with rating criteria developed by the researchers. The teachers also rated the students’ writings following the same criteria. The obtained results showed a significant difference between the students' scores on the first and second assessment occasions. The teachers’ and the students’ assessment on the second time also were found to significantly correlate. Moreover, the analysis of the students’ comments showed that while they rated their writing on some limited aspects of writing in the first rating occasion, they assessed their essays using more components in the second assessment phase. Overall, the findings revealed that providing the learners with rating criteria would not only reduce the perceptual mistaches between the students’ and the teachers’ assessment but through involving the students’ voices in their assessment would promote democratic classroom assessment. Pedagogical implications of the study are discussed.

Concerning the limited capacity of working memory and drawing on Limited Attentional Capacity Model and Cognition Hypothesis, this paper examined the effect of planning time on Iranian EFL writers' performance and reported on the mediating role of educational contexts on the way of the planning process. Forty-one Iranian EFL learners in two contexts (university and institute) were asked to write in an argumentative genre under different planning time conditions (pre-task planning and online planning). The results revealed that the pre-task planning, by reducing the cognitive loads on working memory, helped the learners to have better performance in terms of fluency. However, it did not exert statistically significant differences in the complexity and accuracy of the written productions. Given the context of elicitation, the results indicated a significant effect on the participants' written performance regarding complexity and accuracy. Moreover, a significant interaction effect was found between planning time and context. The findings shed more light on the understanding of the planning process as a main cognitive component of the writing process in second/foreign language learning. Furthermore, the results of the study have pedagogical implications for utilizing the planning process to improve the writing performance of language learners.

The present study was conducted to further improve the practice of written corrective feedback by integrating the two known feedback types (i.e. direct corrective feedback and metalinguistic explanation). With this aim, a sample of sixty-nine high-intermediate Iranian EFL learners was assigned into different feedback groups. While the first and second groups received direct and metalinguistic explanation feedback, respectively, the third group received an integration of both. Results showed that all three types of feedback improved the learners’ accuracy, though with different degrees of success. However, the results of the delayed post-tests revealed that only the integration of Direct Corrective Feedback (DCF) with Metalinguistic Explanation (ME) had the most sustainable effect on the learners' accurate use of the articles in the long run. It is discussed that the integration of DCF and ME can enhance the corrective effect of the feedback and reduce the defects which have been associated with the practice.