A Testing and Evaluation-Based Approach to Second Language (English) Writing: An Intervention Study.

Abstract

Efficient procedures of testing and evaluation when taken in a positive light are sure to boost the writing skills of the adult ESL learners by introducing a hedonistic element into their learning atmosphere. The grades the learners achieve in multiple series of mini tests in this context function as incentives to motivate them to continue with their learning. The pedagogical benefit of such a mechanism is interpreted in terms of the high levels of accuracy and appropriateness the learners begin to maintain in their writing in the course of time. In this context, this study focuses on the effectiveness of a testing and evaluation-based approach to developing the writing skills of the adult ESL learners. The intervention study made in this concern involves 80 participants of both genders divided into two groups as experimental and control. The subjects (N=40) in the control group were engaged in writing long essays on complete comprehension passages so as to conclude a lesson unit whereas the subjects (N=40) in the experimental group were engaged in carrying out mini tests on comprehension passages in fragments up to the completion of the lesson unit. When the achievement results of the two respective groups were compared with each other the degrees of reliability, validity, and practicality of the mini tests figured much higher than those of the essay tests. The findings of the intervention study also indicated that statistically there is a significant increase in the learners’ writing skills as a result of testing and evaluation-based approach. Therefore, it is concluded that using testing and evaluation-based teaching/learning approach in developing L2 writing skills is an effective instructional technique and a useful instrument.