ABSTRACT
This chapter reports aspects of an in-depth study that was conducted to explore how formative assessment and process-product approaches to writing could be integrated into the teaching and learning of academic writing in a public university in Malaysia. The study adopted a collaborative action research design, and particular attention was paid to how collaboration was defined and exercised to align with principles and procedures of action research. The chapter focuses on interview as a way to assist reflection for and on action. A semi-structured interview allows a researcher to pose a series of general questions related to the research objectives and to vary the sequence of the interview questions. In face-to-face interviews, a wide range of issues were raised, but the chapter focuses on the way that post-lesson discussions facilitated the two collaborating teachers to reflect for- and on-action with particular regard to their attitudes and practices regarding assessment and student peer review activity.
