PRINCIPLES FOR ASSESSING STUDENTS’ WRITING COMPETENCE IN ENGLISH
Article Sidebar
Main Article Content
Abstract
In an increasingly interconnected world, the ability to communicate effectively in a foreign language has become a crucial skill for academic, professional, and personal growth. Among the four core language skills-listening, speaking, reading, and writing-writing is often considered the most challenging to master, as it requires not only linguistic accuracy but also coherence, cohesion, and cultural appropriateness. For foreign language learners, developing writing competence is a complex process that involves acquiring grammatical knowledge, expanding vocabulary, understanding discourse structures, and practicing critical thinking. Traditional language teaching methods often struggle to provide the necessary support for writing development, leading educators to explore innovative pedagogical technologies that can enhance learning outcomes.
Article Details
References
Acar, O. A., and Tuncdogan, A. (2019). Using the inquiry-based learning approach to enhance student innovativeness: A conceptual model. Teaching in Higher Education, 24(7), 895–909.
Britzman, D. P., and Pitt, A. (2004). Pedagogy and clinical knowledge: Some psychoanalytic observations on losing and refinding significance. JAC, 24(2), 353–374.
Byram, M., Golubeva, I., Han, H., and Wagner, M. (Eds.). (2017). From principles to practice in education for intercultural citizenship. Multilingual Matters.
Calloway-Thomas, C. (2018). A call for a pedagogy of empathy. Communication Education, 67(4), 495–499.
Choo, S. S. (2017). Globalizing literature pedagogy: Applying cosmopolitan ethical criticism to the teaching of literature. Harvard Educational Review, 87(3), 335–356.
Harshman, J. (2016). Critical global competence and the C3 in social studies education. The Social Studies, 107(5), 160–164.
Holland, N., Shepard, I., Goering, Z., and Jolliffe, D. (2011). "We were the teachers, not the observers”: Transforming teacher preparation through placements in a creative, after-school program. JAEPL, 17, 73–82.
Kang, J. H., Kim, S. Y., Jang, S., and Koh, A. R. (2018). Can college students’ global competence be enhanced in the classroom? The impact of cross- and intercultural online projects. Innovations in Education and Teaching International, 55(6), 683–693.
Kennedy, J. (2020). Intercultural pedagogies in Chinese as a Foreign Language (CFL). Intercultural Education, 31(4), 427–446.