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Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.19-31
Modern College of Business and Science, Department of General Education, Muscat, Oman
Modern College of Business and Science, Department of General Education, Muscat, Oman
Ellesmere University Preparatory College, Department of English Language, Muscat, Oman
This study investigates the role of continuous assessment in fostering sustainable academic writing skills in tertiary education. The primary aim is to evaluate whether a continuous assessment model supports stable writing performance across different student cohorts (cross-cohort stability) and across diverse writing tasks within a single course (cross-task stability). The significance of this research lies in its provision of multi-semester, course-specific evidence from an English-medium instruction context, offering valuable insights for assessment design, pedagogy, and quality assurance. Employing a quantitative retrospective case study design, the study analyzed institutional assessment data from six offerings of an academic writing course, ENG 102 (N = 149). Sustainability was operationalized as consistent performance across cohorts and tasks, measured through total continuous assessment scores and component-level task performance. Descriptive statistics and comparative analyses revealed generally stable performance across five of the six cohorts. One cohort exhibited lower mean scores and higher variability, suggesting sensitivity to contextual factors. Component-level analysis indicated a balanced performance profile across foundational and advanced writing skills, including argumentation, source integration, and research writing. The findings support continuous assessment as a sustainable practice that promotes cumulative skill development. The study recommends reinforcing this model through clear rubrics, consistent marking, and structured feedback cycles, and encourages institutions to utilize longitudinal assessment data for monitoring and improving writing outcomes in English-medium programs.
Elwaly, E. M. A., Alawad, E. A. & Ahmed, S. A. M. (2026). The Role of Continuous Assessment in Promoting Sustainable Academic Writing Skills in Tertiary Education: A Case Study. Arab World English Journal, 17(2):19-31.
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Dr. Elhafiz Mohammed Ahmed Elwaly is an assistant Professor of English at the Modern College of Business and Science, Muscat, Oman. He specializes in English language teaching, ESP, academic writing, and assessment in higher education. His research focuses on academic writing development, continuous assessment, AI in writing pedagogy, and language policy in postcolonial contexts. ORCID: https://orcid.org/0009-0002-8275-6276
Dr. Emad A. Alawad earned his Ph.D. in Applied Linguistics from Sudan University of Science and Technology in 2020. He is currently Assistant Professor in the General Education Department at Modern College of Business and Science, Muscat. His previous academic appointments include Prince Sattam bin Abdulaziz University, Al Qalam College, Comboni College, and Sudan University, alongside extensive teaching experience in Sudan and Saudi Arabia. He is a member of TESOL International Association and ACTFL and holds CELTA and TESOL/TEFL certifications. ORCID: https://orcid.org/0009-0009-2236-2663
Dr. Sara Ahmed is an Assistant Professor of English at Ellesmere University Preparatory College in Muscat, Oman. She holds a Ph.D. in Applied Linguistics & ELT and has over sixteen years of experience in ESL, ESP, and Literature. Throughout her academic career in different colleges in Oman, she has been actively involved in teaching, leading academic teams, and advancing effective language education practices. ORCID: https://orcid.org/0000-0002-1220-3601