This paper discusses a pilot and subsequent study on assessing student writing in asynchronous text-stimulated forum discussions within advanced English for Academic Purposes (EAP) courses. The study aimed to identify suitable assessment criteria for written academic discussions, evaluate student attitudes toward forums, examine the effect of forum participation on writing, and characterize the nature of the discussions. Content analysis led to the selection of reflection and interaction as assessment criteria, which were found useful but insufficient. The study revealed positive student attitudes and perceived writing improvement, though language complexity did not significantly improve. Qualitative analysis showed deep engagement with content and peers, blending academic register with conversational interactions.
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Kol, Sara, and Miriam Schcolnik. "Asynchronous forums in EAP: Assessment issues." (2008).
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