OICC Press Journal of New Trends in English Language Learning (JNTELL) 2821-2290 5 2 2026 06 30 The Impact of LOA-Based Revision Strategies on WritingCAF of Iranian EFL learners: Gender in Focus 10.57647/JNTELL.2026.0502.04 EN Mehri Zarrabi Rad Department of Foreign Languages Teaching, Sara.C., Islamic Azad University, Sarab, Iran Fatemeh Mirzapour Department of Foreign Languages Teaching, Sou.C., Islamic Azad University, Soufian, Iran https://orcid.org/0009-0008-2894-7243 Aliasghar Yousefi Azarfam Department of Foreign Languages Teaching, Sou.C., Islamic Azad University, Soufian, Iran Journal Article 2026 06 30 The present study investigates the impacts of Learning-Oriented Assessment (LOA)-based feedback on the writing performance of Iranian English as a Foreign Language (EFL) learners, with a specific focus on the role of gender. 120 intermediate-level male and female learners were divided into experimental and control groups using a quasi-experimental design. The experimental groups received LOA-based peer assessment, self-assessment, and teacher feedback, over 12 weeks, while the control group received traditional teacher-centered feedback. Pre-test and post-test analyses of writing samples, measured for complexity, accuracy, and fluency (CAF), revealed that compared with the control group, learners' writing performance was significantly improved by all three LOA-based interventions, with peer evaluation producing the greatest improvement. Furthermore, the interaction between treatment and gender is not significant, meaning that writing performance assessment methods did not affect male and female learners differently. The findings suggest that the study shows that feedback is not just evaluative but also transformative. The results of the present study have some pedagogical implications.