Writing-With assessment: dialogic reflection as a bridge between teacher feedback and student learning
Gorde:
| Argitaratua izan da: | Language Testing in Asia vol. 15, no. 1 (Dec 2025), p. 53 |
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| Egile nagusia: | |
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Springer Nature B.V.
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| Sarrera elektronikoa: | Citation/Abstract Full Text Full Text - PDF |
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MARC
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| 045 | 2 | |b d20251201 |b d20251231 | |
| 084 | |a 243835 |2 nlm | ||
| 100 | 1 | |a Le, Thanh Thao |u Can Tho University, Can Tho, Viet Nam (GRID:grid.25488.33) (ISNI:0000 0004 0643 0300) | |
| 245 | 1 | |a <i>W</i><i>riting-With</i> assessment: dialogic reflection as a bridge between teacher feedback and student learning | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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.  | |
| 651 | 4 | |a Vietnam | |
| 653 | |a Vietnamese language | ||
| 653 | |a Pedagogy | ||
| 653 | |a Education reform | ||
| 653 | |a Feedback | ||
| 653 | |a Recursion | ||
| 653 | |a English teachers | ||
| 653 | |a Teacher education | ||
| 653 | |a Student writing | ||
| 653 | |a Formative evaluation | ||
| 653 | |a English as a second language | ||
| 653 | |a Language assessment | ||
| 653 | |a Emotions | ||
| 653 | |a Second language teachers | ||
| 653 | |a Second language writing | ||
| 653 | |a Miscommunication | ||
| 653 | |a Accountability | ||
| 653 | |a Reflective teaching | ||
| 653 | |a Students | ||
| 653 | |a Dialogue | ||
| 653 | |a Learning | ||
| 653 | |a English as a second language instruction | ||
| 653 | |a Literacy | ||
| 653 | |a Writing | ||
| 653 | |a Disconnection | ||
| 653 | |a Teachers | ||
| 653 | |a Foreign languages | ||
| 653 | |a Formative assessment | ||
| 653 | |a Evaluation | ||
| 653 | |a English language | ||
| 653 | |a Reflective practice | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Literature Reviews | ||
| 653 | |a Teacher Response | ||
| 653 | |a Institutional Role | ||
| 653 | |a High Stakes Tests | ||
| 653 | |a Reflection | ||
| 653 | |a Language Teachers | ||
| 653 | |a Student Experience | ||
| 653 | |a English (Second Language) | ||
| 653 | |a Assessment Literacy | ||
| 653 | |a Educational Change | ||
| 653 | |a Feedback (Response) | ||
| 653 | |a Student Needs | ||
| 653 | |a Intention | ||
| 653 | |a Professional Development | ||
| 653 | |a Teacher Education Programs | ||
| 653 | |a Educational Assessment | ||
| 700 | 1 | |a Pham, Trut Thuy |u Nam Can Tho University, Can Tho, Viet Nam (GRID:grid.25488.33) | |
| 773 | 0 | |t Language Testing in Asia |g vol. 15, no. 1 (Dec 2025), p. 53 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3253950289/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3253950289/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3253950289/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |