investigating the effect of screencast-based ipsative assessment on efl students’ writing performance, writing self-regulation and writing self-efficacy

Screencast technology in english writing assessment offers personalized, detailed feedback, but not dialogic. however, integrating it with ipsative assessment principles can sustain a dialogue between teachers and learners on students’ writing development. this study investigated the impact of screencast-based ipsative assessment (sia) on developing students’ writing skills, writing self-regulation, and writing self-efficacy in an iranian foreign language-teaching context. screencast technology recorded teachers’ feedback and facilitated students’ access to and reflection on their previous works. a quantitative research design was used to collect and analyze the data to examine the effect of this approach on the development of the participants’ writing skills, writing self-regulation, and writing self-efficacy. the findings revealed that sia enhanced participants’ writing performance and made them self-regulated and self-efficacious in their writing skills. the findings suggest that english teachers can utilize screencast technology for precise, detailed, ipsative feedback in an ia regime. sia procedures can promote student self-assessment and facilitate teacher and writer communication. this interaction allows them to clarify doubts and strategize their next steps in the writing journey.