Investigating the Implementation of Formative Assessment and Feedback in Enhancing Students’ Writing Skill Case Study: Third- Year students at Hadj Allal Ben Baitour Secondary School

Abstract

The present study attempts to investigate the implementation of formative assessment and feedback and their importance in enhancing EFL students‟ writing skills. It aims to identify if teachers implement Formative assessment and feedback techniques during writing sessions to help their students to be skillful writers with competent level to achieve further academic and future professional experiences. We further attempted to explore the barriers that both students and teachers encounter during writing sessions and their attitude towards implementing these approaches. In order to confirm our hypotheses, two instruments are used in this investigation to collect data; a students‟ questionnaire and a teachers‟ interview. The students‟ questionnaire was addressed to 50 third-year students at Hadj Allal Ben Baitour secondary school and the interview was with two teachers of the same school. The study concludes that formative assessment and feedback are used by teachers to assess their students‟ writing and guide them towards upgrading their level. In addition, the implementation of these approaches have a positive impact on students‟ level of writing and create for them a vital, secure atmosphere in order to present a creative English production.