Scoping review reveals conceptual and methodological gaps in second language writing self-evaluation, highlighting the need for process-oriented feedback research.
Key Points
To examine how self-assessment and self-feedback are conceptualized and studied in second language (L2) writing research, identifying key theoretical and methodological challenges.
Conducted a critical scoping review synthesizing 33 studies addressing self-assessment and self-feedback within L2 writing contexts.
Identified an unresolved tension between fostering learner autonomy and providing essential external scaffolding within research designs and instructional practices.
Found persistent conceptual overlap between formative and summative functions of self-assessment and self-feedback, often complicated by the reliance on rubrics.
Highlighted methodological limitations in establishing causal links between self-evaluation practices and writing performance due to the non-linear, internal nature of feedback generation.