Evaluative and Feedback Mechanisms in Writing for English as a Second Language (ESL) Learners

Abstract

The evolution of methodologies in evaluating and providing feedback in English as a Second Language (ESL) writing delineates a trajectory that encompasses traditional, technological, and hybrid approaches, each with its unique merits and demerits. This review provides an in-depth exploration of these various mechanisms, elucidating their inherent capacities and limitations in facilitating developmental progression in ESL writing. Traditional approaches, while offering depth and contextuality, grapple with scalability and resource challenges. Technological methods, despite providing scalability and consistency, often lack depth and contextual relevance. Hybrid methodologies emerge as a balanced paradigm, attempting to synergize the merits of both extremes. Nevertheless, challenges spanning across psychological, pedagogical, and technological realms persistently loom, necessitating strategic, research-based solutions to ensure that feedback and evaluation mechanisms are optimally effective, equitable, and developmentally conducive. This review propounds a call for ongoing research, collaboration, and innovation among educators, technologists, and policy-makers to forge strategies that holistically and sustainably advance ESL writing education.