An exploration of beginner-level Korean learners' perceptions and participation in collaborative writing tasks for learning-oriented assessment

This chapter aims to explore beginner-level language learners’ perceptions of collaborative writing assessment and their participation using tasks designed for learning-oriented assessment. The learning-oriented assessment framework integrates instruction, learning, and assessment in language classrooms with the key aim to promote productive student learning. To explore the potential benefits of using the collaborative writing task for learning-oriented assessment, this study investigates learner survey data and interaction data during the collaborative writing process in a Korean as a foreign language elementary course. The participants include 19 beginner-level learners with four focal participants in an undergraduate Korean program. The survey data were analyzed to investigate learners’ perceptions, and the audio recordings were examined using the coding scheme to identify the interactional episodes. The findings suggest pedagogical implications of using collaborative writing tasks for learning-oriented assessment in a beginner-level foreign language classroom to facilitate the learning process.