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use and beneficial system for preserving and sharing course materials, and they

supported its implementation in university classrooms.

The lecturers is also interested in using Google Drive and Google Docs

for thesis supervision. The idea is in line with the study by (Jaldemark &

Linberg, 2013), who found that technological applications to mediate

undergraduate students' dissertations are beneficial for both one-on-one and

collaborative supervision.

E. The Advantages or Novelty of the Model

As elaborated in the preceding chapter, the integrated Aal, AfL, and AoL-

based assessment model in the EFL context has demonstrated efficacy in

evaluating, developing, and enhancing students' writing abilities, notwithstanding

certain limitations, according to empirical evidence. As an illustration, the model's

implementation is presently restricted to partial implementation, and the integration

of the Aal, AfL, and AoL models in a holistic manner remains non-operational,

resulting in an unsystematic approach to providing feedback.

Previous related research findings demonstrate the validity of implementing

self- and peer-assessment in EFL writing contexts, specifically regarding fairness.

For example, studies by Mazloomi & Khabiri (2016), Liu & Brantmeier (2019),

and Wanner & Palmer (2018) support this notion. When students engage in self-

assessment, there are circumstances where they either overestimate or

underestimate the quality of their writing draughts. Moreover, certain students

exhibit a pessimistic disposition toward the feedback provided by their peers.

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