Writing-With assessment: dialogic reflection as a bridge between teacher feedback and student learning

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Bibliografski detalji
Izdano u:	Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 53
Glavni autor:	Le, Thanh Thao
Daljnji autori:	Pham, Trut Thuy
Izdano:	Springer Nature B.V.
Teme:	Vietnam Vietnamese language Pedagogy Education reform Feedback Recursion English teachers Teacher education Student writing Formative evaluation English as a second language Language assessment Emotions Second language teachers Second language writing Miscommunication Accountability Reflective teaching Students Dialogue Learning English as a second language instruction Literacy Writing Disconnection Teachers Foreign languages Formative assessment Evaluation English language Reflective practice Foreign language learning Literature Reviews Teacher Response Institutional Role High Stakes Tests Reflection Language Teachers Student Experience English (Second Language) Assessment Literacy Educational Change Feedback (Response) Student Needs Intention Professional Development Teacher Education Programs Educational Assessment
Online pristup:	Citation/Abstract Full Text Full Text - PDF
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Opis
Sažetak:	In English as a foreign language (EFL) education, assessment is often treated as a one-way transmission: teachers reflect privately, and students receive feedback they may not understand or value. This article introduces Writing-With as a relational, recursive stance toward reflective practice that bridges the gap between teacher insight and student assessment experience. Using duoethnography, two Vietnamese EFL teachers engaged in three rounds of written reflection and dialogic exchange, focusing on feedback moments that revealed disconnection, miscommunication, and pedagogical tension. Through recursive writing, we traced how subtle shifts in perception and practice emerged, not through isolated reflection but through shared inquiry. Our findings illuminate how Writing-With moves reflection beyond compliance and toward relational presence, reorienting formative assessment as an affective, dialogic process. We conclude by considering how Writing-With can inform more humanizing approaches to feedback and professional learning in EFL contexts.
ISSN:	2229-0443
Digitalni identifikator objekta:	10.1186/s40468-025-00399-0
Izvor:	Education Database