Using Learning-Oriented Online Assessment to Foster Students’ Feedback Literacy in L2 Writing During COVID-19 Pandemic: A Case of Misalignment Between Micro- and Macro- Contexts

Online learning has emerged as the “new norm” due to COVID-19 crisis. Compared with institutions’ and teachers’ responses online teaching, little is known about students’ perceived influence of assessment practices. The present study explored effects learning-oriented on L2 feedback literacy individual differences in development from an ecological perspective. We used multiple sources data, including a survey student literacy, semi-structured interviews two focal students, drafts produced by them related teacher feedback, supplementary data reflecting practices course. Results demonstrated that students held less favorable opinions mode promoting literacy. However, they positively aspects appreciating developing judgements, taking actions. Considerable variations were identified especially managing affects findings revealed negative misalignment between micro- macro- factors how such interacted learner when (LOA) was implemented during COVID-19. paper proposed fine-grained model for through assessment. With special focus misalignment, provided insights into interactional dynamics among learners, classroom, larger contexts using LOA enhance online. Relevant pedagogical implications within beyond discussed.