Implementation of Assessment for Learning in Online EFL Writing Class: A Case of Novice Undergraduate Teachers

Main Article Content

Ima Fitriyah
Yazid Basthomi
Khusnul Khotimah
Imelda Gozali


Within the burgeoning literature on online formative assessment mediated by particular ICT tools in writing courses, the scrutiny focusing on the enactment of assessment for learning (AfL) in the similar context has been inadequately addressed. This current study, therefore, is in an attempt to fill this empirical void by exploring how EFL teachers implement the AfL on their writing courses. This narrative case study recruited three Indonesian EFL undergraduate teachers. They were invited in a series of interviews mediated by WhatsApp video call and voice notes. Nested in the AfL framework, proposed by Lee (2007b), the participants’ stories were analyzed thematically. The findings indicate that, in line with AfL framework, the teachers were able to enhance planning and pre-assessment instruction, share learning goals with students, use feedback forms in feedback delivery, apply self- and peer-assessment, and relate assessment with the pedagogical instruction. Albeit the perceived positive practices, the teachers also experienced some hurdles to engage students in the multiple drafting and sustained reflective process. Some implications and future research direction are also discussed accordingly.

Article Details

How to Cite
Fitriyah, I., Basthomi, Y., Khotimah, K., & Gozali, I. (2022). Implementation of Assessment for Learning in Online EFL Writing Class: A Case of Novice Undergraduate Teachers. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 129–159. Retrieved from
Research Articles
Author Biographies

Ima Fitriyah, English Language Education, Universitas Negeri Malang, Indonesia

Instructor at the English Language Education, State Islamic Institut of Kediri, Indonesia. She is currently doing her Ph.D. education at Universitas Negeri Malang, Indonesia. Her research interest includes language testing and assessment, language teacher identity, teacher assessment literacy, and curriculum, material development.

Yazid Basthomi, English Language Education, Universitas Negeri Malang, Indonesia

Professor of Applied Linguistics with the Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia. He has interests in genre analysis, intercultural education, and digital culture, and is currently a coordinator of the publication division of TEFLIN.

Khusnul Khotimah, English Education Department, Universitas Mataram, Indonesia

Faculty member of English Education Department of Universitas Mataram, Indonesia. She has been actively involved in a wide range of national and international teacher (researcher) professional development activities. Her areas of specialisation include language teaching methodology, learner autonomy, language learning motivation and engagement, and language assessment.

Imelda Gozali, English Language Education, Universitas Katolik Widya Mandala Surabaya, Indonesia

Ph.D. candidate from the Graduate School of English Language Education, Faculty of Letters, Universitas Negeri Malang. Indonesia. Her current research interest is in teaching English writing, the use of technology in language learning and teachers’ professional development.


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