Abdulrazzaq Hussabalah Ali Almasoudi

This study investigates the impact of performance assessment on the writing competence and motivation for writing among Iraqi EFL learners. In light of the limitations of traditional assessment methods, which often fail to accurately reflect students' abilities and can induce anxiety, this research explores the effectiveness of performance-based assessments as a more engaging and authentic alternative. A total of 41 intermediate-level students from an Iraqi university participated in the study, divided into an experimental group that engaged in performance assessments through dialogue journals and a control group that followed traditional writing tasks. Pre-tests and post-tests were administered to evaluate writing competence, alongside an Academic Writing Motivation Questionnaire to assess changes in motivation levels. The results indicated that performance assessment significantly enhanced both writing proficiency and motivation for writing among the experimental group compared to the control group. This study underscores the importance of innovative assessment strategies in fostering a more effective and motivating learning environment for EFL learners. Performance Assessment, Writing Competence, Writing Motivation, Writing Proficiency