01806nam a22002537a 4500 20231108163609.0 231106b ||||| |||| 00| 0 eng d 0951-0893 RIEBPL Library 428.0071 Mark deBoer et al.. From language to function: developing self- and peer-assessment tools (Journal Article) UK Oxford University Press January 2023 94–104p. American Psychological Association , Volume 70, Number 2 ***______{For Hard Copy, Please visit Library.}________*** Abstract- The action-oriented approach (AoA) is a powerful basis to inform teaching, learning, and assessment in the classroom that identifies learners as social agents and focuses on language learning through language use. This paper answers the call for developments that help teachers teach and learners learn in an AoA-informed way. We argue that cognitive discourse functions (CDFs) align with AoA, helping to develop learner thinking by focusing on the learners’ use of language. We complement our conceptual discussion referring to the process of developing a self- and peer-assessment tool informed by AoA and CDFs and the initial application of this tool in an advanced academic writing course in a Japanese university with B1 and B2 level students. We discuss how this tool can guide learners’ understanding of their writing process and fosters learners’ responsibility for deciding how they mobilize their linguistic resources to express particular language functions. AoA cognitive discourse functions academic writing assessment https://doi.org/10.1093/elt/ccac014 PER 0 0 0 0 RIEBPL RIEBPL 2023-11-08 0 428.0071 2023-11-08 00:00:00 2023-11-08 PER 44831 44830