Page 58 - BUKU SYNOPSIS

with self-assessment based on the teacher-designed goal, the goal+

group has an extra feature, namely a strategy list, to assist students in

making adjustments based on the objective. He discovered that the

goal+ group improved the most out of the three groups. He claims "goal

setting can be a helpful tool for learners in an AfL-oriented classroom

when instruction and practice are repeated, and scaffolds are provided

concurrently (p. 363)”.

In another study, Jamalinesari et al. (2015) examined teachers'

feedback in the writing course in Iran. They employed an experimental

class where a group received teacher-written direct feedback, and

another received indirect feedback after a writing assignment. The

feedback was focused on the language used. The teacher-written direct

was operationalized by underlying the students' language errors and

providing corrections, whereas the indirect feedback was only provided

by underlining the errors. They found that the class with indirect

feedback improved better than that with direct feedback. However, they

did not explain in their article why teacher-indirect feedback affects

student writing accuracy.

Additionally, Ghaffar et al. (2020) investigated the impact of AfL

and jointly created rubrics on students' writing abilities and attitudes.

Their study's findings suggested that the intervention group's writing

had improved. A further claim by the authors is that "the students in

this study began to understand the assessment criteria in the rubrics and

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