Exploring the potential of process-tracing technologies to support assessment for learning of L2 writing

摘要: ABSTRACT Assessment for learning (AfL) seeks to support instruction by providing information about students’ current state of learning, the desired end and ways close gap. AfL second-language (L2) writing faces challenges insofar as feedback from instructors tends focus on written products while neglecting most processes that gave rise them, such planning, formulation, evaluation. Meanwhile, researchers studying have been using keystroke logging (KL) eye-tracking (ET) analyze visualize process engagement. This study explores whether technologies can more meaningful L2 writing. Two Chinese L1 students at a U.S. university who served case studies completed series argumentative tasks KL-ET system traced their then produced visualizations were used individualized tutoring. Data sources included visualizations, tutoring-session transcripts, participants’ assessed final essays, reflections. Findings showed technologies, in combination with assessment dialogues they facilitated, made it possible (1) position participants relation developmental models writing; (2) identify address problems revision; (3) reveal deep-seated motivational issues constrained learning.