چکیده

Recently, the ability to write in a second language has widely been recognized as an important skill for educational, business, and personal reasons. Furthermore, whenever the acquisition of a specific language skill is seen as important, it becomes equally important to test that skill and writing is no exception. The present study compared the achievement of EFL students on a new assessment technique focusing on 2 types of peer and teacher feedback, with a traditional approach of writing test (i.e., impromptu). To this end, 40 Iranian EFL students who were studying at upper-intermediate level of language proficiency were randomly divided into 2 groups. Group A received an impromptu writing test and group B  was provided with a reading task and then during writing their essays with peer and teacher feedback. Results showed that there was a significanct difference between the achievement of the students on interactive writing assessment through feedback exchange and impromptu writing test. The findings can be useful for English teachers, learners, and researchers.                                  

کليدواژه ها

Keywords: Interactive Writing Assessment, Impromptu Writing, Feedback, Process Writing                                                                                                                    

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farzaneh assefi , 1398 ,      Comparing EFL Learners Achievement on Interactive Writing Assessment Through Feedback Exchange vs. Impromptu Writing Test , اولين کنفرانس بين المللي مطالعات زبان انگليسي