Unveiling the Writing Process: Enhancing Secondary School Students’ Writing Awareness Through a Learning Design-Guided Formative Assessment Approach

This study examines how a formative assessment model enhances secondary school ESL (English as a Second Language) students’ writing awareness and feedback utilization. Using structured learning records and scaffolding strategies, students engaged in iterative writing cycles integrating pre-lesson diagnostics, scaffolded activities, and post-lesson reflections. Results show improved writing structure but persistent challenges in logical cohesion. The findings highlight the need for refining formative assessment to support self-regulated learning and revising.