A proposal of formative assessment in EFL teaching and learning: Online writing and peer-review activities

Kátia Muck; Bill  Cope

doi:10.5007/2175-8026.2021.e80709

Authors

Kátia Muck UNIFACVEST https://orcid.org/0000-0001-9702-9026
Bill Cope University of Illinois Urbana Champaign https://orcid.org/0000-0003-2129-395X

DOI:

https://doi.org/10.5007/2175-8026.2021.e80709

Abstract

Technological advances have promoted changes in social practices. In the educational context, they have set new roles and modified the relations among those who engage in the teaching-learning process, and have changed the way knowledge is produced, consumed and distributed, demanding new and efficient types of formative assessment. In this line of thought, this article suggests the multimodal platform CGScholar as an effective resource to develop online writing and peer-feedback activities with an automated managerial system to blind and randomly distribute papers to reviewers. Moreover, this article reports research findings to demonstrate that the writing and the peer-feedback activities are enhanced by the multimodal features of this platform. These activities can be employed in EFL learning to enhance learning opportunities, employ higher cognitive processes, and to teach large groups of students, either remote or face-to-face, without increasing management time.

Author Biography

Kátia Muck, UNIFACVEST

Dr Muck holds a doctorate in English-Language Studies, researching the impact of peer-review activity in online learning; a Master degree in English in the area of discourse analysis; and a B.A. and a Teaching degree on English Language and Literature. Dr Muck works as a linguist consultant and she is a full professor at Unifacvest. She leads a research group on the integration of new technologies and the teaching-learning processes. She is also a member of two other research groups: one in society and technology and the other on forensic linguistics. Her main research areas are e-learning, big data, workplace and lifelong learning, artificial intelligence, and peer-review.

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