This book empirically explores assessment of EFL (English as a
Foreign Language) writing in different Arab world contexts at the
university level, which often presents a challenge for teachers and
students alike. Analysing a number of different practices
throughout the chapters including peer assessment, self-assessment,
e-rubrics and writing coherence, the authors highlight different
issues and challenges that affect the assessment of EFL writing in
the Arab world, and provide valuable insights into how it can be
improved. This book is sure to become an important practical
resource for practitioners, researchers, professors and graduate
students working on EFL writing in this region.
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