#3715. L2 learners’ agentic engagement in an assessment as learning-focused writing classroom

October 2026publication date
Proposal available till 07-06-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
While previous studies on assessment as learning (AaL) in second language (L2) writing have mainly focused on writing teachers’ design and implementation of AaL, scant research has examined students’ agentic engagement in an AaL context. This research explores how undergraduates engage in an AaL-focused writing classroom. Individual differences such as English writing proficiency, motivation towards writing and beliefs concerning the roles of teachers and students in assessment might affect their engagement. This research contributes to our understanding of how AaL enhances the learning of L2 writing from the perspective of learners’ proactive and reciprocal involvement and sheds light on what and how classroom assessment activities can foster students’ agentic engagement.
Keywords:
Agency; Assessment as learning; Engagement; L2 writing

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