Processfolio: uniting Academic Literacies and Critical Emancipatory Action Research for practitioner-led inquiry into EAP writing assessment

Pearson, J. 2017. Processfolio: uniting Academic Literacies and Critical Emancipatory Action Research for practitioner-led inquiry into EAP writing assessment. Critical Inquiry in Language Studies . 14 (2-3), pp. 158-181. doi:10.1080/15427587.2017.1279544

TitleProcessfolio: uniting Academic Literacies and Critical Emancipatory Action Research for practitioner-led inquiry into EAP writing assessment
AuthorsPearson, J.
Abstract

This paper reports on the design and implementation of an alternative form of writing assessment on a UK English for Academic Purposes (EAP) presessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of teaching and learning academic writing. The project merged an Academic Literacies approach to writing (Lea and Street, 1998) with a Critical Emancipatory Action Research (Carr and Kemmis, 1986) framework and a Critical Realist(Bhaskar, 1989) perspective. Data collected from the folios and interviews with students and teachers on their experiences of the processfolio found that a small scale intervention has potential for agency to be exercised within the highly constrained context of a UK EAP pre-sessional. New directions in research are proposed which can engage students and teachers to work for change in UK EAP assessment within their internal and external constraints.

KeywordsWriting Assessment, EAP, Academic Literacies, Action Research, Critical Realism
JournalCritical Inquiry in Language Studies
Journal citation14 (2-3), pp. 158-181
ISSN1542-7587
Year2017
PublisherTaylor & Francis
Accepted author manuscriptProcessfolio 4th draft.pdf
Digital Object Identifier (DOI)doi:10.1080/15427587.2017.1279544
Publication dates
Published online16 Feb 2017
Published16 Feb 2017

Related outputs

Who is afraid of Action Research: the risky practice of immanent critique
Pearson, J. 2017. Who is afraid of Action Research: the risky practice of immanent critique. Language Scholar Journal. 1 (1), pp. 2-21.

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