10.57647/JNTELL.2026.0502.04

The Impact of LOA-Based Revision Strategies on WritingCAF of Iranian EFL learners: Gender in Focus

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  • Mehri Zarrabi Rad1,
  • Fatemeh Mirzapour*2,
  • Aliasghar Yousefi Azarfam2,
  1. Department of Foreign Languages Teaching, Sara.C., Islamic Azad University, Sarab, Iran
  2. Department of Foreign Languages Teaching, Sou.C., Islamic Azad University, Soufian, Iran

Received: 2026-01-31

Revised: 2026-02-22

Accepted: 2026-02-26

Published in Issue 2026-06-30

Copyright (c) 2026 Mehri Zarrabi Rad, Fatemeh Mirzapour, Aliasghar Yousefi Azarfam (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Zarrabi Rad, M., Mirzapour, F., & Yousefi Azarfam, A. (2026). The Impact of LOA-Based Revision Strategies on WritingCAF of Iranian EFL learners: Gender in Focus. Journal of New Trends in English Language Learning (JNTELL), 5(2). https://doi.org/10.57647/JNTELL.2026.0502.04
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Abstract

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.

Keywords

  • Learning Oriented Assessment,
  • Academic Writing Ability,
  • Expository Essay
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