Investigating the Role of Process-Oriented Assessment in Enhancing Writing Development in EAP Learners

Abstract

This paper aims to examine the impact of process-Oriented assessment in Saudi EAP learners’ writing when it comes to coherence and organization; grammar & lexical variation ; development of argumentation. Introducing a quasi-experimental research design, the research contrasted formative feedback influence on enhanced writing between the experimental and control group upon being subjected to traditional assessment. Evaluation shows that an emphasis on technological processes enhances general learning of organizational skill and argumentation; however, on grammar and lexical coverage its effectiveness is comparatively low. The results indicate that process approach is helpful but may require some additional forms of direct instruction to contribute to the elaboration of balanced writing. Ideas for EAP instruction in Saudi Arabia require that method of assessment adopted to be complex and not just rely on one area.