writing proficiency essay skills for english exam success

• Guide to the Cambridge C2 Proficiency Writing Exam – Part 1: Essay

• Posted on 19/04/2023
• Categories: Blog

Are you preparing for the Cambridge C2 Proficiency (CPE) writing exam? If so, you may be feeling a little nervous and concerned about what lies ahead . Let us help put that fear and anxiety to bed and get started on how your academic writing can leave a positive impression on the examiner.

By the end of this blog post, you’ll know exactly what you need to do, how to prepare and how you can use your knowledge of other parts of the exam to help you.

Although you’ll find the advanced writing skills you’ve mastered at C1 will stand you in good stead for C2 writing, there are clear differences in the exam format in CPE. As in Cambridge C1, there are two parts in the writing exam, and understanding what you need to do before you’ve even put a pen to paper is incredibly important. So, let’s go!

What’s in Part 1?

First, let’s look at the format of Part 1:

• Task: essay.
• Word count: 240–280 words.
• Register: formal.
• Overview: a summary of two texts and an evaluation of the ideas.
• Suggested structure: introduction, paragraph 1, paragraph 2, conclusion.
• Time: 1 hour 30 minutes for Part 1 and 2.

Before we look at an example task, let’s look at how your paper will be assessed. The examiner will mark your paper using four separate assessment scales:

• Content – this demonstrates your ability to complete the task, including only relevant information.
• Communicative achievement – this shows how well you’ve completed the task, having followed the conventions of the task, used the correct register and maintained the reader’s attention throughout.
• Organisation – the overall structure of your essay, the paragraphs and the sentences.
• Language – your ability to use a wide range of C2 grammar and vocabulary in a fluent and accurate way.

How can I write a fantastic essay?

Let’s look at an example task:

The key things you’re being asked to do here are summarise, evaluate and include your own ideas, using your own words as far as possible. So, in short, you have to paraphrase. As a Cambridge exams expert, you’ll know that this is a skill you already use throughout the exam.

In Reading and Use of English Part 4, the techniques you are using to make the keyword transformations (active to passive, comparative structures, negative inversions, common word patterns, etc) will show you that you already know how you can say the same thing in other words.

Your ability to do word formation in Reading and Use of English Part 3 is useful here, as you look for verbs that you can change into nouns, and vice versa. This enables you to say reword sentences without losing the original meaning.

You are already adept at identifying the correct options in Reading and Use of English Part 5 and Listening Parts 1 and 3, although the words given are different to the information in the text or audio.

So, be aware of the skills you have already practised, and use them to your advantage!

How should I plan and structure my essay?

Before you even consider writing, read both texts thoroughly . Highlight the key points in each text and make notes about how you can express this in your own words. Look for contrasting opinions and think about how you can connect the ideas together. These contrasting ideas will usually form the basis of paragraphs 2 and 3.

Although there are multiple ways you can organise your essay, here is a tried and tested structure:

Paragraph 1: Introduction

Paragraph 2: Idea 1 with support

Paragraph 3: Idea 2 with support

Paragraph 4: Conclusion

Introduction

Use your introduction as a way to present the general theme. Don’t give anything away in terms of your own opinion, but instead give an overview of what you will discuss. Imagine this as a global comment, talking about how society as a whole may feel about the topic.

Start with a strong sentence. Make your intentions clear, then back up your idea with a supporting sentence and elaborate on it. Use linkers to show how this idea has different stances, paraphrased from the key points you highlighted in the texts.

Follow the same structure as Idea 1, but focus on a different element from the two texts. Introduce it clearly, then provide more support to the idea. Keep emotional distance from the topic – save your opinion for the conclusion!

Here is the opportunity for you to introduce your personal opinion. There shouldn’t be anything new included here other than how you personally feel about the topics discussed. Use your conclusion to refer back to the main point and round up how your opinion differs or is similar.

This is just one example of how you can structure your essay. However, we recommend trying different formats. The more you practise, the more feedback you’ll get from your teacher. Once you’ve settled on the structure that suits you, your planning will be a lot quicker and easier.

What can I do to prepare?

According to the Cambridge English website, ‘A C2 Proficiency qualification shows the world that you have mastered English to an exceptional level. It proves you can communicate with the fluency and sophistication of a highly competent English speaker.’

This means that being a proficient writer in your own language is not enough. So, what can you do to really convince the examiner that you truly are smarter than the average Joe ?

Prepare! Prepare! Prepare!

✔ Read academic texts regularly.

✔ Pay attention to model essay answers and highlight things that stand out.

✔ Always try to upgrade your vocabulary. Challenge yourself to think of synonyms.

✔ Write frequently and study the feedback your teacher gives you.

✔ Study C2 grammar and include it in your writing.

What do I need to avoid?

Don’t overuse the same linkers. Practise using different ones and not only in essays. You can write something much shorter and ask your teacher to check for correct usage.

• Don’t constantly repeat the same sentence length and punctuation. Long sentences may seem the most sophisticated, but you should consider adding shorter ones from time to time. This adds variety and a dramatic effect. Try it!
• Don’t be discouraged by your mistakes – learn from them! If you struggle with a grammar point, master it. If you spell something incorrectly, write it again and again.
• Don’t limit your English studying time. Do as much as possible in English – watch TV, read, listen to podcasts, or meet with English speaking friends. English time should not only be reserved for the classroom.

What websites can help me?

The Official Cambridge English page, where you can find a link to sample papers.

BBC Learning English has a range of activities geared towards advanced level learners.

Flo-joe has very useful writing practice exercises that allow you to see other students’ writing.

Writing apps and tools like Grammarly can improve your writing style with their feedback and suggestions.

Don’t forget about our fantastic C2 blogs too!

Passing Cambridge C2 Proficiency: Part 3 Reading and Use of English

Passing C2 Proficiency: A Guide to Reading Part 5

Passing C2 Proficiency: A Guide to Reading Part 6

Guide to the Cambridge C2 Proficiency Listening Test

Guide to the Cambridge C2 Proficiency Speaking Test

Looking for further support?

If you’re interested in preparing for the C2 Proficiency exam but don’t know where to start, get in touch with us here at Oxford House today! We offer specific courses that are designed especially to help you get ready for the exam. Let our fully qualified teachers use their exam experience to guide you through your learning journey. Sign up now and receive your free mock test!

Glossary for Language Learners

Find the following words in the article and then write down any new ones you didn’t know.

lie ahead (pv): be in the future.

stand you in good stead (id): be of great use to you.

adept at (adj): have a good ability to do something.

thoroughly (adv): completely.

tried and tested (adj): used many times before and proved to be successful.

back up (pv): give support to.

round up (pv): summarise.

settle on (pv): choose after careful consideration

average Joe (n): normal person.

discouraged (adj): having lost your enthusiasm or confidence.

pv = phrasal verb

adj = adjective

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• Posted on 05/04/2023

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Writing tips for English proficiency exams

Here are our latest writing tips for English proficiency exams. We have already given reading tips and speaking tips to help English test takers get better results in an English level test. This week we are looking at the writing component and giving advice for those taking official English exams.

What do English writing tests include?

[Last updated on 25/07/2018]

English writing exams are designed to assess your English level with different writing tasks. This can include:

• writing short messages, postcards or emails (in lower level exams);
• describing information that is presented visually – the visual information could involve a graph, chart, diagram, or table etc;
• writing an article, review or report about a given topic and to a target reader;
• presenting an organised and well-supported argument – the test taker is given an opinion or problem that is related to a specific topic;
• writing a letter in response to a specific situation, which may be formal, neutral or informal.

Some English writing exams have one test for all levels (e.g. IELTS, Pearson PTE) and are divided into two areas, Academic English or General English. Other writing tests may have slightly different tasks if the exam is designed for a specific level. For, example, the Cambridge Key (KEY) exam is targeted at English level A2, and has simpler writing tasks than the Cambridge First (FCE), which is for English level B2.

Therefore, we recommend that you first consider why you need to take the test (e.g. for study, work or visas), and this will help you to decide which test is most suitable for your requirements. Here is our  comparison of English proficiency examinations that are available.

What does an English writing exam assess?

In an English writing test, you are required to complete specific written tasks, and each provides guidance on the number of words that you should use. Your English writing skills will then be assessed to decide your English level of proficiency. Examiners have specific criteria to determine your English level, and these normally include the following areas:

Task achievement (Content)

• How well do you complete the task that you are asked to do?
• Is the writing content relevant to the actual task?
• Does your writing show a good range of grammar?
• Is your grammar accurate and appropriate for the task?
• Does your writing show a good range of vocabulary?
• Is your vocabulary accurate and appropriate for the task?

Coherence and cohesion (Organisation)

• Do you structure your writing in a logical sequence (e.g. use of paragraphs for an introduction, main body and conclusion)?
• How well do you link ideas and information in clauses and from sentence to sentence?

BEFORE THE EXAM

1. Familiarise yourself with the format of the writing test in advance

The writing exam will be more difficult if you have not researched the format. Key points to check are the length of time, the number of tasks and the type of tasks that are included in the exam.

2. Find examples of the writing tasks for the relevant exam.

The same types of tasks and topics are used in English writing exams (e.g. an email or letter, describing information, providing a well-supported argument). There are examples of specific exam papers online and in books that you can read in advance.

3. Prepare by practising writing

The best way to improve your writing skills and timing for the exam is to practise answering specific exam questions in a set time. Sample examination papers often come with suggested answers or actual examples taken from test takers who sat the exam. Therefore, you will be able to compare your written work and set targets. You can also consider enrolling in an exam preparation course so that a qualified English teacher can read your work, make corrections and give feedback to help you to develop faster.

DURING THE EXAM

4. Write clearly

Try to write clearly and naturally in the exam because examiners have a limited time to assess each exam paper. You need to make sure that your writing is easy to read, and don’t just write everything in capital letters – this is not natural either!

5. Pay attention to the time

It is important to keep an eye on the time, because the first writing task usually requires less words and is not as valuable for the exam results as the second writing task. For example, a writing task with a guideline of 20 minutes and 150 words is worth less than a task with a guideline of 40 minutes and at 250 words.

6. Think and plan

In any language, it is normal to identify the key points and make notes of our ideas before we start writing (e.g. for a letter, essay or assignment). We recommend spending a few minutes to analyse the questions, underline key points and plan the structure of your answer. This can also be a useful way to make sure that you complete the task that you are asked to do. In other words, preparation with notes can help to ensure that you answer the question that you are given!

7. Think about your target audience to decide the style of writing

Each writing task indicates the style of writing that you need to use. If you are writing a personal email to friend, then your writing can be more informal. However, if you are writing a complaint letter, the style of writing will need to be more formal. Alternatively, some essays require an academic focus.

8. Use a variety of English grammar

The writing task gives you the opportunity to demonstrate your ability to use English grammar to the examiner. Can you show a good range of grammar, and use it accurately with different structures?

9. Use a variety of English vocabulary

You should also show your knowledge of English vocabulary in the English writing exam. Do you have a wide range of vocabulary with accurate spelling and word formation? This can include expressions, collocations, phrasal verbs etc.

10. Provide a logical sequence that links ideas and information together

Remember that examiners will also assess how well you organise your writing. Therefore, one of our key writing tips for English proficiency exams, is to make sure that you provide a logical sequence in your answer and use paragraphs accurately. You also need to link ideas to previous sentences smoothly and appropriately (e.g. with words and expressions such as firstly , in addition , on the other hand etc).

For example, if you are presenting an argument in an essay, here are our tips for writing for a logical sequence and linking ideas:

Introduction Introduce the topic, make a reference to the key points in the task, and explain the focus of your essay.

Main body Write two or three paragraphs to support your arguments or opinions. Give the main idea at the start of each paragraph. Support the idea with examples and explanations. End the paragraph with your opinion. Use one paragraph for each key point (e.g. separate reasons to support your argument, or by advantages and disadvantages).

Conclusion Do not use the final paragraph to introduce new information. Summarise the key points from the essay (e.g. with expression such as in conclusion , to sum up ) and give your final or overall opinion.

Ideas to improve your English writing skills

Read a variety of English texts for examples of writing

We all learn from good examples and reading is a great way to see different styles of writing. This demonstrates how the text is organised (e.g. in an email, articles and reviews), and gives ideas of how to use paragraphs and link sentences.

Practise writing as much as possible

We recommended that you take practice tests for the relevant English proficiency exam within the time limit. Some resources will also give you sample answers and the results so that you can compare

Which proficiency exam is best for you?

You can you can start today by trying our English level test . There is one test for all English levels (A1 - C2), with 60 questions and only 40 minutes. This can help you to find out your level and decide the best option. We also provide more information about official English exams and recommended materials that will help you prepare.

It can also be beneficial to take an English exam preparation course with a qualified English teacher. This is the best way to get feedback and improve your language skills for the examination day.

Cambridge C2 Proficiency (CPE): How to Write an Essay

• Mandatory task : yes
• Word count : 240-280
• Main characteristics : summarising and evaluating main ideas
• Register : formal
• Structure : introduction, two topic paragraphs, conclusion

Introduction

An essay is usually written for a teacher. It should be well organised, with an introduction, clear development and an appropriate conclusion. The compulsory Part 1 essay question will involve reading two short input texts on a particular topic and summarising and evaluating the key points from these texts in the context of a coherent essay on the topic, including the candidate’s own views. The set text essay questions specify what particular aspect of the set text (development of character or significance of events) should form the content of the essay. Source: Cambridge English Assessment: C2 Proficiency Handbook for teachers

Essays are the first part of the writing test in Cambridge B2 Proficiency. The task is mandatory unlike the other possible types of text in Part 2 ( articles , letters , reports , reviews ) where you can decide which text type you would like to tackle.

Essays are easier than they might seem

When people hear the word essay, they typically think of this monstrosity of a text with hundreds of pages and lots and lots of academic language.

While this is true to some extend, essays in C2 Proficiency are actually not that bad. The good thing is that there is always a specific structure that you can apply no matter what the topic of a particular task might be and with a little bit of practice, you can become very good very quickly.

So, in this article, we are going on a journey together where I am you guide and I will show you everything you need in order to become more confident and well-equipped to write great essays.

What a typical essay task looks like

First of all, let’s check out at a typical task and you will see very quickly what you need to look out for when analysing it.

In every essay task, you have to read two short texts (about 100 words each) just like the ones above. Your challenge is to summarise and evaluate the key points of those texts and compare and contrast them . You also need to expand on these two texts and include some of your own ideas as well as give your opinion on the topic at the end of the essay.

The register should be formal as essays are usually part of academic writing. Formal English means that you shouldn’t use contractions (I’m, don’t, etc.), informal phrasal verbs, or colloquial expressions we would normally place in the realm of spoken English.

How to organise your essay

Considering the fact that there are two texts we need to work with, the limit of 240-280 words and the other conventions of essay writing, meaning that we need to include an introduction at the beginning and a conclusion at the end, I have found the following paragraph structure to be very useful for my own students:

• Topic paragraph 1
• Topic paragraph 2

This structure is not the only one you can apply to an essay task and I have seen many other ways of doing so throughout my career as a teacher, but this one just seems simple and easy to apply. There is no need to overthink. Just use the organisational pattern that gets you to a good essay the fastest.

Make a plan before you start writing

I’m a big fan of making plans and I hope you will become one as well. Underappreciated by many, a plan takes only a couple of minutes to put together and it can save you much more time and headaches once you write your essay .

Instead of having to worry about what you want to say next you can focus on how you want to say it and lean into using the right vocabulary and grammar because your plan already gives you the outline and main ideas for what you are going to say.

To devise a plan simply use the paragraph structure from earlier and fill it with life , meaning with some notes that help you remember the details you would like to talk about in each section. For our example task from before, a plan could look something like this:

• Introduction : social norms; collective vs individual; generation gap
• Topic paragraph 1 : intergenerational differences; What is acceptable?; dialogue is needed; OLDER GENERATIONS HAVE ALWAYS COMPLAINED; DIFFERENCES ARE NORMAL
• Topic paragraph 2 : individualism more important than the collective; innovation; well-being; INDIVIDUALS ONLY THRIVE IN A COMMUNITY
• Conclusion : social norms are important but ever-changing for the individual and society as a whole; need for dialogue

It took me about three minutes to come up with this plan. The capitalised parts in the topic paragraphs are my own thoughts which I’m planning to add to or weave into the ideas expressed in the two short texts. It is important to do this because the task asks you to include your own ideas and views.

Now that we have a structure, ideas for the content and the knowledge that an essay needs to be formal we can get into the nitty-gritty and go to work.

The different parts of an essay

As we said in the previous section, a good essay in Cambridge C2 Proficiency can be broken up into an introduction, a couple of topic paragraphs, each of which talks about one of the input texts, and a conclusion to round everything off. Now, let me go through each part so you can see how you can use these building blocks to create a nice little essay.

The intro in an essay for C2 Proficiency works slightly differently from, for example, the ones in a B2 or C1 essay. Here, you have a lot more freedom and many candidates keep it on the shorter side.

Whichever way you prefer doing it, you have to make sure that it becomes clear what the overarching theme is that you want to talk about in the text. Unlike in B2 First or C1 Advanced the tasks in C2 Proficiency give you very little context and not even a question that you could answer. You have to decide what you want to focus on and the best way of doing this is to find out what the topic is that the input texts talk about. Simply state that in your intro and you are ready to go.

An introduction for our example task could look something like the one below:

In our society, we live together based on certain norms that we all agree upon even though there is a lot of room for interpretation. For instance, what one person sees as perfectly acceptable might offend their parents or while western culture embraces personal freedom the question is where one’s own liberty collides with the interests of the collective.

I paraphrase the essence of the two texts , which sets the stage for my topic paragraphs. Make sure you use your own words instead of parroting what the task says. Also note, that from the beginning, I try to connect my ideas well by using a wide variety of cohesive devices (even though, for instance, while).

Topic paragraphs

The topic paragraphs convey the main ideas of your essay so they should be treated as the most important part. They should be the longest paragraphs and include all the ideas you want to talk about. Don’t add anything new in the intro or conclusion that you don’t discuss in the topic paragraphs.

The first step to a successful topic paragraph is a topic sentence . A good topic sentence makes it very clear for the reader what this specific section of the text talks about. From there, you elaborate on the topic and that’s it. Again, there is no dark magic involved, just a repeatable step-by-step process.

Going back to our example, here are two topic paragraphs I wrote:

Not only do we see these trends in the context described in the first text, but older generations also struggle with the ever-evolving use of language or specific behaviour such as seemingly disrespecting others by not offering their seat on public transport or using their gadgets even when spending time with family or friends. While it is easy to agree with the writer’s observations that only good communication leads to a better understanding, we need to keep in mind that societal changes are often more difficult for the parent generation and it has been that way since the dawn of civilisation. Another important aspect is the rise of individualism. The second text strongly argues that society as a whole greatly benefits from the vision and ambition of specific people and that societal rules only hinder progress. However, this line of thought neglects the fact that these individuals thrive within a collective framework that enables them to pursue their ideas and make them become a reality so we might argue that one can’t exist without the other.

I immediately connect the first topic paragraph to the introduction (these trends) and show that I’m going to talk about the first text (the context described in the first text). It is very clear for the reader what to expect here: my views on this first text. Mission “topic sentence” accomplished.

In these main paragraphs, it is important to include some further ideas instead of just talking about the examples from the texts. in the first topic paragraph, I only acknowledge the text in the topic sentence and then expand on the topic. All of this is in my plan so I knew that I was going to do it before I started writing.

The same process is repeated in the second paragraph. I clearly state the topic (the rise of individualism) and briefly paraphrase the writer’s opinion before contrasting it with my own ideas.

Note that I avoided using personal pronouns like I or we. Essays are formal and rather impersonal pieces of writing so I tried to keep the text as impersonal as possible. That doesn’t mean that you are prohibited from using this kind of language, but in my example, I managed without it.

It should go without saying that, at this level, you want to include a variety of vocabulary and grammatical structures appropriate for the topic given.

The conclusion brings everything together like a beautiful dessert after an already great meal. It summarises your arguments and reflects your opinion to finish the essay. Of course, it should all be based on what you’ve already discussed and, as I said earlier, you don’t want to introduce new ideas here.

All in all, humanity as a collective always changes due to the fresh ideas of younger generations. This is a constant of life and the essence of who we are as a species. Only with dialogue and the willingness to understand each other can we continue to prosper and use individual freedom to benefit all of society.

Nice and short, this conclusion rounds off my essay by restating the key ideas (change is constant, need for dialogue, individualism within a collective) and giving my final thoughts . That’s all you have to do and you’re done. Congratulations!

Now it’s time for some practice

And there you have it. Essays in Cambridge C2 Proficiency are really not that difficult if you know what you are doing. With the right structure, a good plan and appropriate language you basically can’t go wrong.

Now you can start practising. I offer writing feedback and classes here on my website if you are interested in working directly with me. Until then, all the best.

Lots of all,

Teacher Phill 🙂

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Hi I am taking the proficiency exam on Novemeber 24th this year. ( I hope I got the date correct, it is in November anyway ) I would love to take online lessons with you. I leave my email below; and look forward to hearing from you shortly Regards Pamela

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Tips to practice your writing skills to show the high level of proficiency

Writing is a key skill that English learners of second languages must learn, especially for students and professionals. Because writing leaves a permanent record of your language , unlike speaking exercises.

It is easy to see mistakes in spelling, grammar, and word choice . Poor writing skills , while not indicative of intelligence or knowledge can lead to lower marks for students, even if they are well-versed in the topic. If you send poor-quality emails with many mistakes, you may be viewed as untrustworthy or lazy in a professional setting.

They may also assume that your English speaking ability is very low. However, this could or might not be true. Experts from English dissertation writing services claim that it is therefore important to learn English writing skills before you are unable to reach your full potential in school and at work.

It is a good rule of thumb to write more. This will make it easier to find the English you need and communicate your thoughts accurately and fluently. Research shows that strong writers in their first language are more likely to be strong in English.

This is because strategy uses transfers. You can still learn how to be more strategic in writing and improve your skills by enrolling for a class.  

Even if you are not a native speaker, a composition course will improve your ability to react to different texts and organize your thoughts. It will also help you to combine vocabulary, grammar, and tone to enhance the quality of your writing. Online courses can improve spelling and fluency when it comes down to actually putting words onto paper.

Remember that writing is not something you can learn overnight. It is a process. The more you write and get feedback on your writing, the stronger you’ll become.

How writing works

Reading is a receptive skill. It requires the ability to interpret and make sense of the information presented to them. Writing requires learners to create meaning and their own language. Writing is difficult even for native speakers.

The process begins by translating ideas into language, and then moving them around to allow the reader to follow your thoughts. The next step is to revise the text until you have the best wording. This will allow ideas to be expressed clearly and concisely. You must ensure that there are no spelling, grammar or formatting mistakes which could distract your reader from what is being said.

FCE, CAE, CPE

More than practice tests, top tips for improving english writing skills, make a mental map., make an outline., learn how to type., revise, revise, and revise again., a native speaker of english should proofread your work., make sure to do grammar and spelling checks ., build your productive vocabulary., spend more time learning english., be familiar with the different types of text., what is your level of english.

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Writing Proficiency Test (WPT) Description

The ACTFL Writing Proficiency Test (WPT) is a web-based, proctored, standardized test of the global assessment of functional writing ability in a language. The WPT measures how well a person spontaneously writes in a language (without access to revisions and/or editing tools). Rating occurs by comparing the writer's performance of specific writing tasks to the criteria stated by a proficiency rating scale such as the ACTFL Proficiency Guidelines for Writing .

Proficiency-Oriented, Criterion-Referenced Approach

ACTFL writing tests assess writing proficiency in terms of the ability to write effectively and appropriately for real-life writing purposes. The WPT does not address when, where, why, or how an individual learned to write. The ACTFL WPT is not an achievement test assessing a writer’s acquisition of specific aspects of course and/or curriculum content, nor is it tied to any specific method of instruction. The ACTFL WPT does not compare one individual’s writing to another; rather, it compares each individual’s writing to the descriptors for writing as stated in the ACTFL Proficiency Guidelines , for example.

Reasons to Use the WPT

Official ACTFL WPT ratings can be used for a variety of purposes in the academic, commercial, and government communities. In academia, writing proficiency ratings can be used for admissions, placement into language programs, general assessments, or for exit/ graduation requirements. In business and government communities, WPT ratings can be used for certification, hiring, and promotion in multilingual positions.

Official ACTFL WPTs are currently available in the following languages: Albanian, Arabic, Chinese, Danish, Dutch, English, French, German, Greek, Haitian Creole, Hebrew, Hindi, Italian, Japanese, Korean, Persian Farsi, Polish, Portuguese, Russian, Serbo/Croatian, Spanish, Swedish, Turkish, and Vietnamese.

Seal of Biliteracy

The WPT is available for the Seal of Biliteracy for high school students, grades 11 – 12. Visit the Seal of Biliteracy Assessment page for more information.

• Introduction and Warm-Up: This section contains directions, information on test-taking strategies, and a warm-up activity at the Novice level.
• Background Survey: The Background Survey is a questionnaire that elicits information about the test taker’s work, school, home, personal activities, and interests. The survey answers determine the pool of prompts from which the computer randomly selects topics for the writing tasks.
• Self-Assessment: Test takers select the description they feel most accurately describes their writing ability in the target language. This determines which one of three WPT test forms is generated for the specific individual.
• Prompts: The ACTFL WPT includes four to five prompts for written responses dealing with practical, social, and professional topics that are encountered in informal and formal contexts. Each prompt contains 2 to 3 tasks.

The choices made by the test taker in response to the Background Survey and the Self-Assessment ensure that each test taker receives a customized and unique test.

• Tasks and Contexts: The writer is presented with tasks and contexts representing the range of proficiency levels from Novice to Superior on the ACTFL Proficiency Guidelines 2012 – Writing . The tasks and prompts are written in English; the responses are written in the target language.
• Time: The average time examinees typically take to complete all WPT prompts ranges from 40 to 80 minutes, depending on the proficiency level of the test taker.

Proficiency Ranges

The WPT assesses the full range of the ACTFL Proficiency Guidelines—from Novice to Superior on 3 different test forms. The results of the self-assessment identify the appropriate form.

• Form 1 can provide a rating within the proficiency range of Novice Low to Intermediate Mid (NL – IM). The average administration time is 40 minutes.
• Form 2 can provide a rating within the proficiency range of Novice Low to Advanced Mid (NL – AM). The average administration time is 60 minutes.
• Form 3 can provide a rating within the proficiency range of Novice Low to Superior (NL – S). The average administration time is 80 minutes.

Assessment Criteria

The WPT is rated exclusively by ACTFL-certified raters. For details on WPT rater certification, visit here . Responses on the Writing Proficiency Test (WPT) are assessed from a global perspective. In evaluating writing, the following criteria are considered:

• Functions or global tasks the writer performs
• Content areas and contexts within which the writer performs the tasks
• Accuracy of the writing
• Length and organization of the text the writer produces

Note that discrete linguistic components are viewed from a communicative perspective and are thus considered in terms of how they contribute to the message communicated by the overall written sample.

Tests are double-rated and an official ACTFL WPT certificate is issued to the candidate. The certificate includes the rating and the description of the rating.

Familiarization

Prior to taking ACTFL’s Writing Proficiency Test (WPT), we suggest the following:

• Take the WPT Demo Test
• Read the WPT Familiarization Guide
• Review the Writing Proficiency Guidelines which include samples in the following languages: Arabic , Chinese (Mandarin) , English , French , German , Japanese , Russian , and Spanish .

Reliability and Validity

The ACTFL WPT is a valid and reliable assessment of writing proficiency (e.g. Surface & Dierdorff, 2004; Tschirner & Barenfenger, 2011). ACTFL assessments also undergo regular external reviews as part of the ACE CREDIT review process. A bibliography of ACTFL’s ACE Review studies can be found here.

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• English Speaking Course

Online English Exams: How to Preparing for Success in Language Proficiency Tests

In today’s fast-paced and interconnected world, fluency in the English language has become a prerequisite for personal and professional success. Whether you are a beginner taking your first steps in learning English, an intermediate learner striving to improve your language skills, or an advanced student looking to refine your proficiency,  Online English Courses  offer a flexible and effective way to achieve your goals. In this blog, we will explore the benefits and advantages of online enrolling in  Advanced English Courses  at Affluent English and the opportunities they present for intermediate and advanced English learners.

Online English exams have become integral to language learning and assessment in today’s digital age. These exams play a crucial role in evaluating an individual’s proficiency in the English language, opening up a world of opportunities in education, employment, and personal growth.

When you first learn that you must take an English proficiency test, it’s normal to have many questions and start looking into all your possibilities.  

Is one test simpler than the others? Which exams can be taken online? Which ones produce quick results? 

It is obvious that before you decide, you must carefully weigh the important components of each test. Consider elements like acceptance, dependability, test style, evaluation standards, and delivery strategy.  

It’s important to remember that some English proficiency tests may work well for particular objectives. IELTS and TOEFL examinations, which determine whether your English language competence is appropriate for an academic context, can help you reach your goals.

It’s no longer true to say that the TOEFL is the best English proficiency test if you wish to study in the US. Since the IELTS Academic test is equally reliable, more than 3,400 US schools (including members of the Ivy League) and programs accept it as evidence of English language proficiency. 

If you wish to relocate abroad to work, study, or train below the degree level, you might take one of the more broadly targeted, well-liked English proficiency tests. These exams usually measure your English competence in a real-world, everyday setting. 

Most common English tests for proficiency 

IELTS, TOEFL, TOEIC, CELPIP, and the Cambridge English Qualifications of KET, PET, FCE, CAE, and CPE are the most popular English language proficiency tests. IELTS and TOEFL, however, stand out from the competitors because of their widespread acceptance and recognition by both English-speaking and non-English-speaking organizations.

In the workplace, English proficiency tests are frequently employed. Test findings are used by associations, professional organizations, and employers to make informed hiring decisions. Therefore, performing well on these tests can significantly improve your job prospects.

We will explore effective strategies and tips to help you excel in your language proficiency tests.

Understand the Exam Format:

Before diving into preparation, familiarize yourself with the structure and format of the exam you’ll be taking. Online English exams may vary in sections, timing, and question types. Common sections include reading, writing, listening, and speaking. Understanding the exam format will help you allocate time appropriately and develop specific study plans for each section.

Assess Your Current Level:

Knowing your current English proficiency level is vital for setting realistic goals and targeting areas that need improvement. Take a practice test or consult a language instructor to evaluate your skills accurately. This assessment will guide your study plan and allow you to focus on your weak areas.

Develop a Study Plan:

Create a structured study plan that outlines the topics you need to cover and the amount of time you can dedicate to each. Be consistent and allocate time regularly to practice all the exam sections. Ensure your plan includes a balance of reading, writing, listening, and speaking activities to enhance overall proficiency.

Improve Your Vocabulary:

Expanding your vocabulary is key to performing well in language proficiency tests. Read extensively in English, covering various topics, such as news articles, essays, and literature. Use flashcards, vocabulary apps, and online resources to reinforce word knowledge.

Enhance Your Reading Skills:

Reading comprehension is a critical component of most English exams. To improve your reading skills, practice reading passages from different genres and answer comprehension questions. Focus on understanding the main idea, identifying supporting details, and recognizing the writer’s tone and purpose. Additionally, work on increasing your reading speed while maintaining comprehension.

Develop Effective Writing Skills:

In language proficiency tests, writing tasks assess your ability to communicate ideas clearly and coherently. Pay attention to grammar, sentence structure, and vocabulary usage. Seek feedback from teachers, tutors, or native English speakers to enhance your writing style and accuracy.

Sharpen Your Listening Comprehension:

Listening exercises evaluate your understanding of spoken English in various contexts. Practice listening to audio clips, podcasts, and lectures. Focus on identifying key points, understanding details, and recognizing different accents and speech patterns. Transcribe short conversations or speeches to improve your listening accuracy.

Polish Your Speaking Skills:

Speaking exams assess your ability to express yourself fluently and coherently. Whenever feasible, converse with English-speaking people. Speaking practice is a good idea, and recording yourself can help you see where you need to improve. Consider joining language exchange programs or online communities to practice speaking with native speakers.

Utilize Online Resources and Practice Tests:

Take advantage of the online resources available for language learning and exam preparation. Numerous websites offer free practice tests, study materials, sample questions, and interactive exercises. Additionally, consider  Online English Courses for Beginners from a reputed platform like Affluent English or  test preparation books tailored to your exam.

Practice Time Management

Time management is crucial during online exams. Develop effective time management skills by practicing with time limits for each section. This will help you become familiar with the pacing required to complete the exam within the given timeframe.

Use Sample Questions and Mock Exams

 Obtain sample questions and past exam papers to familiarize yourself with the questions asked in the exam. Work through these questions to understand the exam’s structure and identify patterns or recurring themes. Consider taking mock exams to simulate the actual testing experience.

Seek Feedback and Guidance

 Seek feedback from teachers, tutors, or experienced individuals who can assess your progress and provide constructive criticism. Their guidance will help you identify areas for improvement and offer valuable insights into exam strategies.

Develop Effective Note-taking Skills

 During reading or listening exercises, practice effective note-taking techniques. Learn to summarize key points, main ideas, and supporting details. This skill will help comprehension and be a valuable resource when revising.

Familiarize Yourself with Online Exam Platforms

 Ensure you are comfortable navigating the online exam platform before the test day. Familiarize yourself with the features, such as highlighting, flagging questions, or recording audio for speaking sections. This preparation will help minimize any technical difficulties during the exam.

Engage in Group Study

 Consider forming a study group with other individuals preparing for the same exam. Collaborating with peers allows for discussions, knowledge sharing, and practice opportunities. You can exchange study materials, review each other’s writing samples, and conduct mock speaking sessions.

Maintain a Positive Mindset

 Maintaining a positive mindset throughout the preparation and exam is essential. Believe in your abilities and stay motivated. Engage in activities that reduce stress, such as meditation, exercise, or pursuing hobbies. A positive mindset will boost your confidence and enhance your performance.

Review and Revise

 Allocate time for regular review and revision. Go through your notes, vocabulary lists, and practice exercises. Focus on areas where you made mistakes previously and reinforce your understanding. The consistent modification will help consolidate your knowledge and improve retention.

Develop Strong Grammar Skills

 English grammar plays a vital role in language proficiency tests. Brush up on grammar rules, tenses, sentence structures, and punctuation. Practice grammar exercises and seek feedback to refine your grammar usage.

Stay Updated with Current Affairs

 Language proficiency tests often include questions about current affairs, societal issues, and global events. Stay updated with the news, both local and international, to have a broad understanding of existing topics. Read newspapers, watch news programs, and follow reputable news websites to stay informed.

Enrolling in online English courses, such as Affluent English, can be a game-changer for individuals seeking to excel in their language proficiency. These courses, including  Business English Course ,  Advance English Speaking Course , and  Online Advanced English Classes , offer many benefits that contribute to personal and professional growth.

By choosing Affluent English, learners can access comprehensive language programs tailored to their needs. Whether acquiring business communication skills, enhancing spoken English fluency, or accessing advanced language classes, Affluent English provides a platform that combines convenience, quality, and effective learning strategies.

Online English courses, such as  Advance English Course Online ,  English Intermediate Course , and  Advanced English Learning Course , have revolutionized how we approach language learning. These courses offer a range of benefits, making them an ideal choice for individuals seeking to enhance their language skills and unlock new opportunities.

If you are proficient in English but wish to take your speaking skills to the next level, an  Advanced English Speaking Course  is ideal. These courses provide intensive spoken English practice, focusing on fluency, pronunciation, and natural language usage. By engaging in everyday activities and real-life simulations, learners gain the confidence and ability to communicate effectively in various situations.

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Strong English Proficiency in General Paper Essays: A Key Ingredient for Success

A Level General Paper (GP) is a subject that demands critical thinking, analytical skills, and eloquence in expressing ideas. You may be wondering whether a good command of the English language is a guarantee of an A grade in GP essays . There is no doubt that English is essential. However, it is not the only factor that determines success in this subject. In this article, we will look at the importance of English language skills in GP essays and important tips that contribute to the achievement of excellence.

Understanding the Importance of English Proficiency

A good grasp of the English language is very important when writing GP essays. Being skilled in English helps students express their thoughts clearly, use many different words, and make their sentences sound smart. This skill lets them communicate complicated ideas well, which makes their essays better.

Also, being good at English is crucial for using correct grammar, punctuation, and spelling. These things are needed to make an essay organized and well done. If an essay has lots of mistakes and is hard to understand, it won’t be able to share its message well. So, English is a key part of writing good GP essays.

Beyond Language: Developing Critical Thinking Skills

While a strong command of English provides the foundation, the essence of GP essays lies in the development of critical thinking skills. GP essays require students to critically analyze, evaluate, and synthesize information from various sources. Proficiency in English can help convey these analyses clearly, but the ability to think critically and engage deeply with the topic is equally, if not more, important.

Students need to develop the skill of identifying key arguments, evaluating evidence, and presenting well-reasoned counterarguments. These skills allow students to demonstrate a nuanced understanding of complex issues, showcasing their ability to think critically and independently. A thoughtfully constructed argument, supported by evidence and logical reasoning, can significantly enhance the quality of the essay, leading to a higher grade. According to Kelvin Hong, Chief Tutor of Ace GP Tuition , “It is the strength and logic of a student’s arguments that usually make or break their essay. This is why we focus a lot on effective argumentation in our weekly GP classes.”

Effective Research and Source Integration

In addition to critical thinking , doing good research and using sources are important for a great GP essay. Students have to find sources that make sense and are trustworthy, take out the useful information, and put it in their essays smoothly. Being good at English helps with understanding and explaining hard sources, so students can use different ideas and expert thoughts in their essays.

Also, English skills help with giving credit to the sources and showing where the information came from. This makes sure the essay is honest and doesn’t copy other people’s work. When the essay has good research and reliable sources, it makes the arguments better and shows that the student can talk about serious ideas the right way.

Structural Organization and Coherence

A well-organised essay with a clear structure and logical flow of ideas is essential for effective communication. English language skills enable students to form coherent paragraphs, ensuring that each idea flows smoothly into the next. Logical organisation enhances the readability of the essay and allows examiners to follow the argument effortlessly.

Here is a simplified format and GP essays can vary in complexity and structure depending on the specific topic and requirements. It’s important to adapt your format and content to the specific essay prompt and guidelines.

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• Open access
• Published: 05 February 2024

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

• Aisah Apridayani 1 ,
• Wei Han 2 &
• Kanyanat Sakkanayok 1  

Asian-Pacific Journal of Second and Foreign Language Education volume  9 , Article number:  37 ( 2024 ) Cite this article

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Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to 'Combined Teacher and Student Self-Assessment' in English writing at a university in southern Thailand. Additionally, the study examined the viewpoints of students regarding the implementation of these approaches. It utilized a sequential explanatory research design in conjunction with a quasi-experimental design. The research instruments included a series of writing tasks, a teacher assessment rubric, a self-assessment form, and a questionnaire with open-ended questions. A group of 62 first-year English majors was divided into two groups: a control group and an experimental group, consisting of 31 students each. Both groups were taking an English Composition I course for 12 weeks and were assigned the same writing tasks. The experimental group was provided with both self-assessments and teacher evaluations, whereas the control group solely received teacher evaluations. The quantitative data was analyzed using an independent sample, while the qualitative data was examined through a thematic analysis. Quantitatively, the independent t-test results indicated that there was no statistically significant distinction in overall writing performance between both groups, except for narrative paragraphs. Moreover, the qualitative findings emphasized the merits of incorporating teacher-led and student-involved assessments. This study suggests various implications for English as a Foreign Language (EFL) instruction and assessment practices.

Introduction

In the field of English as a Foreign Language (EFL) education, proficient writing skills are essential for overall language mastery (Kellogg, 2008 ). Effective writing enables students to articulate their thoughts, ideas, and accumulated knowledge cogently (Flower & Hayes, 2004 ; Hyland, 2015 ). Therefore, the evaluation methods employed to gauge EFL students' writing abilities are crucial indicators of their linguistic development (Collin & Quigley, 2021 ; Elander et al., 2006 ). Evaluation is a systematic process intended to ascertain the degree to which teachers have effectively and suitably carried out the processes of teaching and learning. This entails carefully examining whether different elements, such as indicators, instructional materials, learning strategies and media, assessment methods, and test items, are in perfect alignment with the specified competencies, adequately address the needs of learners, and are appropriate for the learning context (Gultom, 2016 ). On the other hand, assessment, as defined by Brown ( 2004 ), is a continuous and thorough process that includes a wider range of educational activities. It is crucial to acknowledge that evaluation has a broader scope, while assessment plays a vital role within the overall framework of evaluation.

Historically, teacher assessments have been the primary mechanism for evaluating writing proficiency, and their impact on student writing outcomes has been well-documented (Al-Wossabi, 2019 ; Van Beuningen et al., 2012 ). Recent scholarship, however, has broadened its scope to examine alternative assessment strategies, including peer and self-assessments. For example, Ganji ( 2009 ) posits that peer assessment can be more effective than teacher assessment under certain conditions. Additional studies indicate that trained peer reviewers may offer semantically richer feedback compared to teachers (Cui et al., 2022 ). Concurrently, there is an increasing body of evidence supporting the efficacy of both peer and self-assessment strategies in influencing writing performance (Cahyono & Rosyida, 2016 ; Lu et al., 2021 ). Moreover, contemporary research advocates for the inclusion of self-assessment, citing various pedagogical advantages (Alkhowarizmi & Hamdani, 2022 ; Mazloomi & Khabiri, 2018 ; Ratminingsih et al., 2018 ), and teachers have generally shown a positive disposition towards student self-assessment (Fahimi & Rahimi, 2015 ).

Despite these advancements, there remains a conspicuous gap in the literature concerning a direct comparison between teacher-only and teacher-student assessment approaches, particularly within the Thai EFL context. The scarcity of comparative studies creates an urgent need for further investigation to establish which assessment methodology is more effective in enhancing writing competence. Understanding the differential impacts of teacher-only and teacher-student assessment strategies on EFL writing proficiency has significant implications for both pedagogical practice and assessment design. Discovering a more effective approach may allow teachers to refine their instructional strategies, improving the quality of EFL writing education. Furthermore, an in-depth examination of these assessment mechanisms can provide valuable insights into students' metacognitive processes, thereby encouraging autonomous learning and the development of critical thinking skills.

Literature review

Teacher assessment and writing achievement.

In both English as a second language (ESL) and English as a foreign language (EFL) instructional context, teacher assessment and feedback represent the prevailing paradigm. Differing viewpoints exist regarding the advantages intrinsic to teacher assessment and feedback in the context of students' writing proficiency. Multiple scholarly investigations have delved into the ramifications of teacher-provided feedback on students' educational achievements, consistently confirming its salubrious impact on the caliber of writing and linguistic competence (Patra et al., 2022 ; Van Beuningen et al., 2012 ). Encouragingly, students themselves have exhibited a favorable disposition towards the invaluable feedback proffered by their teachers (Al-Wossabi, 2019 ; Maas, 2017 ; Waluyo & Rofiah, 2021 ).

Nevertheless, it is essential to note the insightful perspective of Cui et al., ( 2022 ), who argue that the process of furnishing feedback on written assignments, while undoubtedly valuable, can also pose a formidable challenge, particularly in the context of large classes or multiple smaller sections. Under such prevalent scenarios, teachers often find it nearly impossible to provide meticulous commentary to every student (Nguyen, 2021 ). The resultant outcome might be hastily generated feedback, sometimes lacking in explanatory elements, which can inadvertently lead to a passive utilization of such feedback, thereby diminishing its potential educational efficacy (Ho,  2020 ; Lee, 2007 ; Zhao, 2010 ). Similarly, Lee and Coniam ( 2013 ) have shed light on the limitations teachers face when assessing EFL writing proficiency, adding another layer of complexity to the issue.

Consequently, it is not surprising that the higher education community has dedicated significant attention to the concept of self-assessment as both an alternative and a complementary strategy to teacher-generated feedback. Research has consistently shown that self-assessment not only enhances students' writing performance but also nurtures their sense of autonomy and proactive engagement in the learning process (Apridayani & Thoch, 2023 ; Ratminingsih et al., 2018 ) and increases their self-efficacy in writing (Chung et al., 2021 ). The utilization of self-assessment as a pedagogical tool offers an avenue for students to take more ownership of their learning journey, fostering a sense of responsibility and self-efficacy that goes beyond the confines of traditional teacher-led assessments. In this way, the ongoing discourse surrounding the role of teacher assessment and feedback in ESL and EFL instruction continues to evolve, with self-assessment emerging as a promising approach to complement the established practices.

Student self-assessment and writing achievement

Self-assessment is frequently conceptualized as a personalized, unguided introspection of performance with the primary objective of producing an autonomously derived synopsis of one's own proficiency in a specific domain (Andrade, 2019 ). It falls within the purview of formative assessment, wherein students engage in critical self-reflection and evaluation of the quality of their work and learning experiences. During this process, they assess the extent to which they have aligned with explicitly articulated objectives or criteria, identify strengths and weaknesses in their endeavors, and subsequently enact revisions (Andrade & Du, 2007 ). This method constitutes a strategy for self-reflection on linguistic errors, nonlinguistic aspects such as discourse organization, and stylistic choices made by language learners. These areas are recognized as facets requiring enhancement throughout the course of their learning journey (Ratminingsih et al., 2018 ).

Self-assessment transcends the confines of mere evaluation; it is a potent pedagogical tool rooted in the realm of metacognition. This approach derives from the premise that learning extends beyond the mere transmission of knowledge from an expert to a novice. Instead, it points out the dynamic cognitive process that unfolds when individuals engage with novel ideas (Pantiwati & Husamah, 2017 ). The process of self-assessment is intrinsically intertwined with self-regulated learning (SRL), serving as important constituents, encompassing goal setting and monitoring as well as metacognitive processes. Empirical investigations into SRL unequivocally affirm that self-generated feedback pertaining to one's learning approach correlates positively with academic advancement (Apridayani, 2022 ; Apridayani & Teo, 2021 ; Zimmerman & Schunk, 2011 ).

A plethora of scholarly investigations have delved into the multifaceted realm of self-assessment and its ramifications for students' writing prowess. For instance, the empirical inquiry conducted by Fahimi and Rahimi ( 2015 ) painstakingly scrutinized the profound impact of self-assessment pedagogical interventions on the burgeoning composition skills of Iranian students. The empirical results meticulously unveiled a progressive enhancement in the students' writing acumen, thereby elucidating a robust correlation between self-assessment practices and scholastic achievement. Noteworthy is the palpable convergence of insights, as corroborated by the scholarly endeavors of Mazloomi and Khabiri ( 2018 ). Their research underscored the less daunting and stress-inducing nature of self-assessment compared to traditional teacher-driven evaluation methodologies. Furthermore, this holistic perspective promulgated a heightened sense of accountability among students, thereby engendering a deeper commitment to their own linguistic development. Within the Indonesian educational milieu, Ratminingsih et al. ( 2018 ) proffer a compelling proposition, advocating for the judicious deployment of self-assessment paradigms as a pivotal catalyst for bolstering students' autonomy and the refinement of their compositional competencies. The latest study by Alkhowarizmi and Hamdani ( 2022 ) also confirmed that the self-assessment technique had a significant effect on students’ achievement in writing narrative text. These scholarly elucidations collectively indicate the salient import of integrating self-assessment as a pedagogical tool to foster academic excellence and nurture self-reliant learners.

The research gap

Numerous comprehensive investigations have been undertaken in various educational settings, delving deep into the intricate realms of teacher assessment, student self-assessment, and their profound impact on writing achievement. One such noteworthy exploration by Baleghizadeh and Hajizadeh ( 2014 ) unveiled compelling evidence that substantiated a remarkable correlation between the assessments conducted by teachers and those conducted by students themselves. In the process, it became abundantly clear that self-assessment transcended its role as a mere evaluative tool and emerged as a dynamic instrument fostering the nurturing of writing skills among learners, thus catalyzing their academic growth.

Further enriching this narrative, Ganji ( 2009 ) highlighted a significant disparity between the writing performances of groups subjected to traditional teacher assessments and those embracing self-assessment techniques. The results unequivocally underscored the heightened efficacy of self-assessment, which emerged as a potent catalyst for writing proficiency development. These findings, albeit persuasive, constituted only a fraction of the multifaceted discourse surrounding assessment methodologies. Contrary to the prevailing consensus, a recent study by Movahedi and Aghajanzadeh ( 2021 ) challenged the existing paradigm by presenting intriguing data. Their findings indicated that, in the context of Iranian intermediate EFL learners, teacher assessments consistently outperformed self-assessment techniques. This divergence in outcomes, though provocative, only serves to deepen the ongoing scholarly discourse surrounding the multifarious dimensions of assessment strategies and their nuanced effects on writing achievement.

It becomes increasingly evident that teacher assessment, student self-assessment, and their symbiotic relationship with writing achievement stand as essential areas deserving of sustained exploration and analysis. But, despite the growing body of knowledge that has been gathered over the years, there is still a noticeable gap in the literature: there are no large-scale studies that compare the results of teacher-only assessments and teacher-student assessments, especially in the unique Thai EFL context. This stark research gap casts a shadow of uncertainty over the nuanced dynamics at play within these critical pedagogical domains. The need for immediate scholarly attention is undeniable, as a thorough and robust exploration of this uncharted territory promises to illuminate hitherto concealed facets of the education landscape, ultimately reshaping our understanding and refining our approaches to cultivating proficient writers in the diverse world of English language learning. Therefore, this study aims to answer the following research questions:

How do teacher assessment and combined teacher-student assessment compare in terms of their impact on Thai EFL students' writing competence?

How do Thai EFL students perceive and value combined teacher-student assessment in their writing development?

Methodology

A sequential explanatory research design was utilized in this study, along with a quasi-experimental design. According to Creswell and Clark ( 2007 ), a sequential explanatory design is a rigorous research methodology that amalgamates both quantitative and qualitative modes of data collection and analysis within a single research cycle. This methodological choice affords a nuanced examination of the research questions by capturing quantitative metrics and supplementing them with qualitative context. The strength of this approach lies in its ability to enhance the interpretive depth of quantitative findings through the inclusion of qualitative insights, facilitating a comprehensive analysis of the subject matter (Ivankova et al., 2006 ). Furthermore, this study employed a quasi-experimental design to compare the effects of teacher-only assessment and combined teacher-student self-assessment on students' writing performance. It is a type of experimental research in which the purpose is to establish a link between dependent and independent variables (Rogers & Revesz, 2019 ). It enables researchers to conduct research interventions in two separate groups: control and experimental, as in this study.

Participants

This study involved 62 first-year English major students at one university in southern Thailand. They were aged between 17 and 19. Their English proficiency ranged from A1 to B1 levels. According to the Common European Framework of Reference for Languages (CEFR), students in these levels are classified as basic to independent users, or beginner to intermediate English levels. A purposive sampling method was used to recruit the students. The method emphasizes the selection of research participants based on specific questions and purposes of the study, as well as available information about the participants of the study (Campbell et al., 2020 ). Thus, the selection criteria for this study included: (1) they were first-year students; (2) they were English majors; and (3) they enrolled in an English writing course. In addition, the researchers utilized a convenient method to determine the student distribution in both the control and experimental groups, which aligned with the class distribution at the university. Students from two sections participated in this study. One class served as the experimental class ( N  = 31), and the other served as the control class ( N  = 31).

Research instruments

Writing tasks.

To assess students' English-writing abilities, they were provided with paragraph writing assignments such as definition paragraphs, process paragraphs, opinion paragraphs, and narrative paragraphs. Each task provided students with two topics, and they could choose one of the topics for their writing. The topics of each type of paragraph are presented in Table  1 .

This study collected scores on students' writing assignments before and after treatments were applied. Examples of students’ work are shown in Fig.  1 .

Students’ writing

Teacher assessment rubric and student self-assessment form

Teachers used a rubric, as described in Table  2 and 3 , to grade students’ writing that consisted of several components to evaluate, including organization, content, grammar, vocabulary, and mechanics. The rubric was formulated by the course coordinator and verified by two proficient English writing teachers. The total raw score for each writing assignment was 100. Two-course teachers marked the writing tasks separately, and the scores obtained from the two were averaged to indicate the students’ writing achievement scores.

In addition, this study developed a self-evaluation form for students in the experimental group to evaluate their own writing. They were asked to rate and evaluate their writing in a variety of categories, as illustrated in Fig.  2 .

Student self-assessment form

Questionnaire

A questionnaire with seven open-ended questions, as shown in Table  4 , was used in this study to investigate students' perceptions of combined teacher-student assessment to improve their English writing. The questions were developed based on the objectives of the study. To ensure that students understood each question and that accurate data was obtained, the questions were translated into Thai. Two native Thai teachers with experience teaching English writing courses verified the validity of the questions, and they were subjected to a pilot phase involving a group of students who were not included in the research sample. This pilot aimed to assess the clarity of the questions in terms of the students' comprehension.

Data collection procedure

The students were taking an English writing course, namely English Composition I, for 12 weeks. In this course, they learned the components and organization of different types of paragraphs. At the end of the course, it was expected that they would be able to produce well-organized and effective paragraphs in different genres. Two sections participated in this study. The students were taught by two different teachers. Both teachers possess over five years of experience teaching English and have obtained certification as Fellows of the Higher Education Academy in the United Kingdom (UKPSF). The course coordinator prepared the course syllabus and learning materials that were discussed and approved by the School Board Committee before the semester started. The course syllabus included the course description, teaching method and materials, lesson plan, learning sources, and assessment method. The teachers followed the guidance that was arranged by the course coordinator, and they agreed to take part in this research project.

The course started with the course introduction. From the second to the seventh meeting, the lesson topics were about paragraphs, developing ideas for writing, topic sentences, supporting and concluding sentences, and paragraph review. The types of paragraphs were discussed and assigned from the eighth to the eleventh week. In this study, both control and experimental groups were assigned the same writing tasks. They wrote four types of paragraphs in different meetings, including definition paragraphs, process paragraphs, opinion paragraphs, and narrative paragraphs. One paragraph comprised 150–200 words, and they were supposed to finish each paragraph in 30 min. All students submitted their first writing draft before the different treatments were implemented in both groups. After the submission, the experimental group was subjected to a dual-layer assessment process. Students first engaged in self-evaluation of their writing, after which the instructor provided a formal assessment and feedback. In contrast, the control group underwent a traditional teacher-only assessment, foregoing the self-assessment component. Both groups were then required to write and submit a new version of their work in the same week. The scores of their first and new drafts from both groups were then compared to determine the impact of the various treatments they received. Furthermore, in the final week of the writing course, a questionnaire was distributed to the students in the experimental group to investigate their perceptions of combined teacher-student assessment in their writing development. Only ten of the 31 students in the experimental group agreed to fill out the questionnaire, which is still considered an acceptable number for the qualitative data (Creswell, 2014 ). To participate in this study, they signed a consent form. The questionnaire was distributed using a Google Form. It took about 15–20 min to complete the questionnaire. The data collection procedure is described in Fig.  3 .

Data analysis

After data collection, a rigorous statistical analysis was conducted. An independent sample t-test was utilized to assess and compare the writing outcomes between the experimental and control groups. It is essential to emphasize that the significance threshold for the t-test was set at p  < 0.0125. This stringent criterion was adopted to mitigate the risk of type 1 errors that may arise due to multiple comparisons. Moreover, the responses of students to their perspectives and learning experiences with the self-assessment and teacher assessment were analyzed using the thematic analysis. According to Braun and Clarke ( 2006 ), thematic analysis is a method of identifying, analyzing, and reporting data patterns. The themes were created using the literature and research questions as a foundation. The researcher employed a deductive approach to code and analyze data by applying a series of concepts, ideas, or topics. The researcher lays the groundwork for data analysis by investigating how meanings are coded and arranged to generate themes (Braun et al., 2015 ; Waluyo & Apridayani, 2021 ). The thematic analysis phases are illustrated in Fig.  4 .

Thematic analysis phases (Braun & Clarke, 2006 )

The effects of teacher assessment and combined teacher-student assessment on students’ writing outcomes

The results of the independent sample t-test revealed that overall, there was no statistically significant difference in the writing performance of students between the experimental and control groups. Regarding the specific writing of paragraphs, encompassing definition, process, and opinion paragraphs, the findings similarly indicated that there was no statistically significant disparity observed between the two groups. Nevertheless, there was a notable difference in the case of the narrative paragraph. Table 5 shows the results of the independent sample t-test analysis.

Students’ perspectives

The present study thoroughly explored students' perceptions of the use of combined teacher-student assessment in their writing progress through the utilization of a series of seven open-ended questions. It gathered 2,210 words from the students' responses. Thematic analysis was meticulously applied to the responses, yielding a set of insightful findings that shed light on the variety of their views and experiences. Students were identified by the letter S, followed by a series of numbers, such as S1, S2, and so on. The investigation commenced by examining the perspectives of students regarding their writing proficiency, challenges encountered in writing, and comprehension of the structure of paragraph composition.

Based on the collected responses, it became apparent that Thai EFL students held apprehensions regarding their proficiency in English writing. The individuals expressed a lack of confidence in their writing abilities and acknowledged the need for substantial improvement.

“I'm not particularly skilled at writing because it's a difficult skill to master (S2).” “I have poor English writing skills. I can hardly write (S3).” “It must be extremely difficult because I'm also not very good at Thai writing (S5).” “I believe I need to improve my English writing skills significantly (S7).”

When asked about their problems with English writing, the students admitted to a variety of obstacles. Grammar and vocabulary usage were the most problematic, followed by mechanics and native language interference issues.

Problem 1: grammar

Students often struggle with the complex rules of English grammar. English has a rigid sentence structure and extensive use of tenses, which can be confusing. Students may find it difficult to correctly use articles, prepositions, and verb tenses. For example, they might mix up the past and present perfect tenses or use incorrect prepositions in phrases.

“My own writing frequently exhibits a multitude of grammatical errors that significantly impact the overall quality of my work (S1, S4, S8, S9).” “I encounter difficulties in applying English tenses properly (S3).”

Problem 2: vocabulary use

Vocabulary is another major hurdle. Some students may have a limited range of vocabulary. The nuances of English vocabulary, such as the distinctions between synonyms or the context-specificity of certain words, can be particularly tricky.

“Frequently, I encounter challenges with my vocabulary accuracy (S2).” “When I write a paragraph or an essay in English, I'm not sure if I have used appropriate vocabulary (S6, S10).”

Problem 3: mechanics

Writing mechanics, including punctuation, capitalization, and sentence structure, pose another set of problems. Misuse of punctuation can lead to run-on sentences or sentence fragments, disrupting the flow and clarity of their writing.

“The utilization of mechanics, encompassing punctuation marks and capitalization, may appear to be easy; however, on occasion, I inadvertently neglect to incorporate periods or commas within my sentences, resulting in unclear ideas or misinterpretations (S4).”

Problem 4: native language interference

The influence of students' native language, such as Thai, is a notable concern. This interference may manifest in various manners, including direct translation, resulting in English constructions that are unnatural or incorrect. The sentence structure and rhetorical style in Thai differ from those in English, which may lead students to unintentionally transfer Thai patterns to their English writing.

“I generate ideas in the Thai language. I compose my sentences employing Thai stylistic conventions. Then I realized that my writing was erroneous (S5).” “When composing a paragraph in English, I employ a similar approach as when constructing a paragraph in Thai. I perform direct translations of words from the Thai language to English. It causes mistakes and unclear ideas in my writing (S6).”

Despite their apparent difficulties, the students revealed a nuanced understanding of the multifaceted nature of the paragraph-writing process. They recognized that crafting a well-structured piece of writing necessitated a series of sequential steps. These steps encompassed selecting an appropriate topic, generating coherent ideas, and organizing these ideas in alignment with paragraph structure principles. In addition, they acknowledged the importance of maintaining thematic consistency between supporting sentences and the topic sentence, culminating in a logically sound conclusion.

Furthermore, this study unearthed intriguing insights into students' perspectives towards self-assessment. Several themes from the students’ responses emerged. While the act of evaluating their own writing occasionally evoked a sense of embarrassment, they universally acknowledged its intrinsic value.

Self-consciousness and lack of confidence

This theme reflects feelings of embarrassment and a lack of confidence in one's writing abilities. The observation underscores the emotional difficulty that certain students encounter when tasked with critically evaluating their own work.

“Since I was not sure about my writing quality, I felt embarrassed when my teacher asked me to review my own writing (S1).”

Self-reflection and improvement

The students highlight the value of self-evaluation for personal growth. They see it as an opportunity to recognize their strengths and weaknesses, learn from mistakes, and enhance their writing skills.

“I believe the self-assessment is a necessary step that allows me to determine what is wrong with my writing. I will have the ability to make enhancements to my writing (S6).” “This activity was great because it allowed me to practice evaluating and identifying errors in my writing (S8).” “A self-assessment activity could help me improve my writing skills (S9).”

Fairness and objectivity

The students imply that self-evaluation is a fair and objective approach. It allows students to present their perspective on their work, potentially offering insights that a teacher might not see.

“The self-evaluation activity is a valuable and equitable approach for evaluating our understanding of our writing and reviewing our performance, using our own words, to gauge our level of achievement (S3, S7).”

Analytical and critical thinking

The findings also indicated that students perceive the importance of cultivating their analytical and critical thinking abilities through self-assessment. The individuals were aware of the significance of possessing the ability to critically evaluate their work in order to identify any errors or areas that require enhancement.

“In my view, this approach is commendable as it facilitates the opportunity for self-improvement by engaging in critical analysis of one's writing and proficiently identifying any potential errors. Engaging with these activities may also foster the development of critical thinking skills (S8, S10).”

Similarly, when it came to teacher assessment, students displayed a unanimous appreciation for the valuable feedback provided by their teachers. They viewed the feedback as a catalyst for enhancing their writing skills.

Appreciation for constructive feedback

Students expressed gratitude for the teachers' efforts in providing feedback. It underlines the importance of constructive feedback in helping students recognize their writing level and areas for improvement.

“It's great because it indicates the level of my writing and where I need to improve. I express my gratitude to the teachers who have graciously provided their perspectives on my written work (S1).” “I believe it to be a very good thing. Thank you very much to the teacher for pointing out my errors and allowing me to revise my work (S6, S7).”

Awareness of unknown mistakes

Students stated that feedback assists them in identifying errors that they were previously unaware of. It reflects feedback's informative aspect in revealing gaps in one's knowledge or skills.

“I find it beneficial because I am able to improve or correct the errors in my writing that I am unaware of (S8, S9).”

Improvement and growth

Feedback is perceived as a valuable avenue for honing skills and fostering growth, indicating the presence of a growth mindset within students.

“It's good. I could edit my writing for a much better result (S2).” “I can derive valuable insights from the identification of errors in my own writing, thereby facilitating the enhancement of writing proficiency in subsequent endeavors (S10).”

Further, the students' responses collectively underscored the significant role that both self-review and teacher review play in enhancing writing skills. The reviews provided not only facilitate students in recognizing and rectifying their areas of weakness but also contribute to a more profound comprehension of the subject matter and the cultivation of a more refined writing style. In addition, these practices cultivate individual responsibility and provide precise feedback for the purpose of progressively enhancing writing skills. Thus, it is reasonable that a combination of self-assessment and guided feedback from teachers is crucial for the overall development of effective writing skills. Finally, the students reveal a positive and transformative experience with their English writing skills through the course. They have observed not only tangible enhancements in their writing abilities but also expressed appreciation for the practicality and future applicability of these skills. The individuals acknowledge the personal obstacles they encountered and the subsequent development they experienced. They perceive the course as fundamental for their future educational endeavors and convey appreciation for the pedagogical methods and evaluation techniques employed.

This study aimed to compare the impact of teacher assessment and combined teacher-student assessment on Thai EFL students' writing competence, as well as their perceptions of these assessment methods. The integration of quantitative and qualitative findings provides a thorough understanding of the effectiveness of these assessment methods for improving writing skills.

Quantitatively, except for narrative paragraphs, the findings revealed no significant difference in overall writing performance between the group receiving only teacher evaluations and the one receiving teacher and student evaluations, which contradicts Ganji’s study ( 2009 ). This implies that the influence of integrated evaluation on writing proficiency may vary depending on the context and only be effective in specific genres of writing rather than being universally applicable. The lack of a marked difference across most writing types challenges the assumption that combined assessment inherently leads to better writing outcomes. However, the notable difference in narrative paragraphs showed that this method might be more conducive to creativity and individual expression, as also confirmed by recent research (Alkhowarizmi & Hamdani, 2022 ). These aspects are likely to derive greater advantages from self-reflection and personalized feedback.

From a qualitative view, the study uncovers significant insights into students' perceptions of their writing abilities as well as the impact of various assessment methods. The apprehension and lack of confidence expressed by Thai EFL students in their English writing abilities highlight a critical area for educational intervention. The struggles with grammar, vocabulary, and native language interference are common among EFL learners (Aziz et al., 2020 ; Derakhshan & Karimian Shirejini, 2020 ) and underline the need for targeted instructional strategies. Interestingly, the students’ views on self-assessment, despite its initial discomfort, highlighted its value in fostering self-reflection, fairness, and critical thinking skills. The results align with the notion that self-assessment is deeply rooted in monitoring and metacognitive processes (Pantiwati & Husamah, 2017 ). This insight is vital for teachers, as it suggests that despite the challenges, self-assessment can be a powerful tool in language learning, particularly when combined with teacher feedback. The students' unanimous appreciation for teacher feedback in improving their writing skills emphasizes the value of teacher involvement in the learning process (Waluyo & Tuan, 2021 ).

The qualitative results demonstrated that students value a balance of self-assessment and teacher feedback, seeing both as essential for developing writing proficiency. This finding is consistent with educational theories that advocate for a learner-centered approach (Doyle, 2023 ), emphasizing the role of self-assessment alongside expert guidance. Teachers' feedback not only helps with specific weaknesses, but it also contributes to a broader understanding of the subject matter and the development of a refined writing style, which corroborates findings by Al-Wossabi ( 2019 ) and Maas ( 2017 ). This dual approach promotes individual responsibility while also providing specific feedback, both of which are necessary for progressive skill enhancement in writing.

Finally, the transformative experience reported by students in their writing skills over the course of the study highlights the practical and future applicability of the skills acquired. The positive reception of the pedagogical methods and evaluation techniques used in the course points to their effectiveness in addressing the students’ needs and fostering their development, as also noted by Mazloomi and Khabiri ( 2018 ) and Ratminingsih et al. ( 2018 ). This finding is significant as it not only supports the use of combined assessment methods in improving writing skills but also emphasizes the importance of aligning educational strategies with students' perceptions and experiences. Overall, the study suggests that while teacher assessment remains a cornerstone of effective writing instruction, incorporating student self-assessment can provide additional benefits, particularly in fostering a deeper understanding and personal engagement with the learning process (Andrade, 2019 ; Andrade & Du, 2007 ; Apridayani et al., 2023 ).

In light of the findings, several implications emerge for EFL instruction and assessment practices. The differential impact across genres indicates a need for a more nuanced approach to teaching and assessing writing, where strategies are tailored to the specific demands of each genre. This can assist in addressing the distinct challenges and demands of various writing styles. Furthermore, students' recognition of the benefits of both self and teacher assessments emphasizes the significance of incorporating these methods into the curriculum. The study reveals the importance of self-assessment in developing self-reflection, critical thinking, and analytical thinking. This insight should prompt teachers to integrate self-assessment methods into their teaching, thereby fostering a deeper understanding and proficiency in language use among students. Additionally, the emphasis on teacher feedback in improving skills suggests a need for ongoing professional development for teachers to enhance their feedback methods. This will ensure that they are equipped to provide constructive, relevant, and supportive feedback that aligns with students' learning needs and preferences.

To conclude, this study illustrates that combined teacher-student assessment in Thai EFL contexts positively influences students' writing competence, particularly in terms of personal growth, self-reflection, and critical thinking. While quantitative improvements in writing scores were genre-specific, the qualitative observations indicate a more extensive influence on students' writing competence and attitudes. Hence, the study emphasizes the significance of embracing a comprehensive methodology in language education that appreciates the significance of both quantitative performance measurements and qualitative learner experiences. This balance is crucial in developing well-rounded language competencies, catering not only to academic achievement but also to the personal and professional growth of students. Overall, this study indicates the complex interaction between assessment methods, student perceptions, and learning outcomes, offering valuable insights for EFL teaching practices, specifically within the Thai educational context.

Despite its meticulous planning, this study has limitations. This study was limited to EFL students at a single university in Thailand. This study's findings may or may not be applicable to EFL learners in other contexts. Extending the study to include a broader range of student demographics would provide a more complete understanding of the findings' applicability and generalizability. The next limitation concerns the research instruments. This study recognizes that including other qualitative data, such as interviews, observations, etc., could help the researcher delve deeper into students' perspectives and personal experiences. Incorporating experimental designs by providing pre- and post-tests that allow for a more in-depth analysis of the causal relationships between assessment methods and student outcomes would also make a significant contribution to the field. Finally, investigating teachers' perspectives on implementing combined assessments and the challenges they face may provide a more comprehensive understanding of the practicality and feasibility of these methods in a variety of educational settings.

Availability of data and materials

The data that support the findings of this study are available upon request.

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Aisah Apridayani & Kanyanat Sakkanayok

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AA conceived the research idea, designed the study, conducted the data analysis, and wrote the manuscript. WH wrote the paper draft and revised the draft. KS collected the data and wrote the paper draft.

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Apridayani, A., Han, W. & Sakkanayok, K. Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches. Asian. J. Second. Foreign. Lang. Educ. 9 , 37 (2024). https://doi.org/10.1186/s40862-024-00263-3

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