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revise their drafts. They become more active respondents to feedback than

receivers.

Despite the merits of ICTs in blended writing instructions, the

researchers were challenged to choose the online platform and design the

procedure of providing feedback to meet the learning success. For example, a

study by Alharbi (2017) lacked interactive feedback as he only applied video

feedback. In contrast, Saeed & Al-Qunayyer (2020) found it difficult for the

students to understand the audio feedback. After analyzing the limitations of

previous studies, this study will integrate Google Docs to provide interactive

dialogic feedback from the teacher.

6. Developing a Multipurpose Assessment Model in Blended Learning

of Argumentative Text

According to Lee (2016), writing assessment emphasizes summative

functions (AoL) over formative potential (AfL). While the teacher has a

prominent role in AoL, the involvement of the students, teacher, and peers is

crucial to AfL. As described in the preceding sub-chapter, the idea of merging

the three evaluation methodologies, AaL, AfL, and AoL, is controversial

among researchers. Earl and Katz (2006) propose balancing the assessment

approach's implementation (see Figure 4). They believe that traditional

evaluation has emphasized AoL, which is frequently used. Despite their

recommendation to balance the use of assessment as, for, and of learning, they

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