000			01806nam a22002537a 4500
005			20231108163609.0
008			231106b ||||| |||| 00| 0 eng d
022			_a 0951-0893
037			_bRIEBPL Library
082			_a428.0071
100			_aMark deBoer et al..
245			_aFrom language to function: developing self- and peer-assessment tools _b(Journal Article)
260			_aUK _bOxford University Press _cJanuary 2023
300			_a 94–104p.
490			_aAmerican Psychological Association , Volume 70, Number 2
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_aAoA
650			_acognitive discourse functions
650			_aacademic writing
650			_aassessment
856			_u https://doi.org/10.1093/elt/ccac014
942			_cPER
999			_c44831 _d44830