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Successful Scaffolding Tasks for Teacher, Peer, and Self Writing Assessments #1101

Language teachers have used various mobile applications in technology-mediated approaches to improve writing skills, both through in-person and remote settings. Recently though, amidst the coronavirus pandemic, teachers have realized the importance of synchronous and asynchronous mobile applications to foster a more responsive learning environment. Specifically, software applications for video self-recordings to assess writing performance have been used as leverage to effectively engage students beyond the classroom through a scrutiny of their own learnings, thoughts, and actions (Ong, 2000). This presentation offers successful, classroom-tested ways to meaningfully use asynchronous scaffolding writing tasks through digital portfolios in promoting more self-directed learning via teacher feedback, peer review, and self-assessment (Flavell, 1979). Practical classroom steps on how to guide students in self-monitoring their own progress, in constructing meaning from content learned and from the process of learning it, and applying learnings to other settings will be highlighted.