L2 learners’ agentic engagement in an assessment as learning-focused writing classroom

Abstract While previous studies on assessment as learning (AaL) in second language (L2) writing have mainly focused on writing teachers’ design and implementation of AaL, scant research has examined students’ agentic engagement in an AaL context. To fill the gap, this study explores how three Chinese undergraduates engage agentively in an AaL-focused writing classroom. Drawing on multiple data including student interviews, verbal reports, multiple essay drafts, peer and teacher feedback, learning logs and classroom observation field notes, the study found that students displayed different degrees of agentic engagement which was characterized by their collaboration in assessment context co-construction, and proactivity in self-regulating their own learning. On the other hand, individual differences such as English writing proficiency, motivation towards writing and beliefs concerning the roles of teachers and students in assessment might affect their agentic engagement. This study contributes to our understanding of how AaL enhances the learning of L2 writing from the perspective of learners’ proactive and reciprocal involvement and sheds light on what and how classroom assessment activities can foster students’ agentic engagement.