Although argumentative writing is a crucial skill for English as a Foreign Language (EFL) university students, instruction in many contexts remains largely product-oriented, with limited opportunities for feedback and revision. This study investigated the effectiveness of formative assessment (FA), which included ongoing feedback and revision. A quasi-experimental design was conducted with two intact first-year EFL classes, with one serving as the experimental group and the other as the control group. Both classes completed pre-tests and post-tests, but only the experimental class received multisource FA interventions, including peer assessment, self-assessment, and teacher feedback. Results showed that the experimental group improved significantly in post-test performance compared to pre-test, t(64) = -6.96, p < .001, with a large effect size (d = 0.86), whereas the control group showed only modest improvement, t(65) = -2.44, p = .018, d = 0.30. Between-group comparison confirmed that the experimental class outperformed the control class in post-test scores, t(129) = -3.63, p < .001, d = 0.63. These findings indicate that FA could support argumentative writing development through timely feedback, self-regulation, and collaborative revision. The study offers practical implications for EFL instructors seeking to improve students’ writing skills through formative practices.
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