The effectiveness of instructor feedback for learning-oriented language assessment: Using an integrated reading-to-write task for English for academic purposes

Learners displayed varying developmental patterns, with some students showing more improvement than others. The findings highlighted two participants' progress in the content domain. Qualitative analysis results suggest that the students reacted differently to the instructor feedback, leading to varying degrees of writing enhancement. The results provide pedagogical implications for using integrated academic reading-to-write tasks and sustained feedback for LOLA.