Examining students’ perceptions of using portfolio as an assessment tool in an EFL writing classroom (original) (raw)
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Zenodo (CERN European Organization for Nuclear Research), 2022
This study is a part of a more extensive quasi-experimental study on the pedagogical value of portfolio as an alternative mode of assessment in the Moroccan EFL writing classes. It reports on the experimental group students' experiences with and attitudes toward portfolio assessment (PA). The participants in this group were 24 high school students, including both male and female students. After benefiting from portfolio-based writing assessment activities for two subsequent semesters, they were invited to voice their attitudes toward the experience using questionnaires and written reflections. The results of the study indicate that most students were highly positive about the pedagogical value of PA and highly recommend it as a viable instructional and assessment alternative.
The aim of this study was to investigate EFL second-year students' perceptions towards using portfolio assessments in their writing courses. It was also intended to discover the exam preference of the participants. The participants of the study were 38 Libyan EFL students enrolled in second-year courses in the Department of English. Data were collected by using a questionnaire, student portfolios and semi-structured interviews with eight participants. The results indicated that the participants generally preferred to be evaluated by portfolio assessments. Most of them believed that portfolio assessments improved their writing and enhanced their motivation. However, some participants preferred traditional pen-and-paper tests.
The Effect of Portfolio-Based Assessment on EFL Students Writings and Process Writing
Sharifi and Hassaskhah (2011) set out to investigate the impact of portfolio assessment techniques on the overall quality of students' writing. The population of the study included 20 university students in a time interval extending over one semester at the University of Guilan, Iran. In this review I'm going to summarize this study in terms of its research design and the results reached by the researchers. The two dimensions of this research will then be discussed in terms of their descriptive power, explanatory adequacy and external validity. The writers seem to depart from the claim, central to process-oriented approaches to second/foreign language teaching, that portfolio assessment techniques coupled with reflective activities can lead to significant improvements in students' writing quality at the level of organization, content, accuracy and complexity. Drawing on the literature, the authors define portfolio assessment as a means of recording students' efforts and activities and measuring their progress over a certain span of time. Self-reflective activities are regarded as a "form of metacognition" (p.195) which could help learners think about their learning experience and equip them with strategies to monitor, edit, plan and control their learning process. The general research question was whether reflective activities can contribute to students' improvement in their writing at the levels of depth, breadth and growth. The other related question was whether portfolio assessment as gleaned through these self-reflective activities enhances students' assessment process. Adopting a negative hypothesis which states that neither reflective activities nor the portfolio assessment technique will lead to significant progress in students' writing quality and ability, the authors adopted the following research procedure: The control phase: during this period (half of the semester), the researchers asked the students to do the writing tasks at hand and to keep track of whatever they write in a folder (p. 204). In order to measure students' progress, the researchers administered five pretests and instructed students on essay writing. No mention was made of portfolio assessment.
Using Portfolio Assessment to Enhance Reflective Writing in EFL Classrooms
Literacy Information and Computer Education Journal
There has been an increasing interest on research which documents the significance of portfolios in foreign language instruction in general and teaching writing in particular. The primary focus of the current work is to explore the effectiveness of portfolio assessment in developing English as a Foreign Language (EFL) students' reflective writing. In order to fulfill this objective, an experimental research design was conducted. The sample was composed of one hundred second year students of English at the University of Laghouat-Algeria. The data were collected through the following experimental tools: Interview, Pre-Post Writing Tests, and Pre/Post Self-Reporting Questionnaires. Students were asked to write about ten reflective topics which are drawn from their own experiences. The main findings demonstrated that reflective writings of students were improved after the use of portfolio assessment method and which confirms that portfolio assessment stratagem has significant effects in developing students' reflective writing in terms of both process and product. And henceforth; this research suggests that portfolio assessment keeping deserves to be taken into consideration in the curriculum of EFL Teaching Departments in Algeria.
Students’ perceptions about writing portfolios: A case of Iranian EFL students
2020
Among alternative assessment options, portfolios have received considerable attention in the field of education, but there has been little research exploring students’ perceptions of the portfolio approach or its impact on the learning of writing (Lam, 2013). Therefore, this study aimed at investigating students’ perceptions about the effect of portfolio assessment as a process-oriented assessment mechanism on Iranian EFL students’ English writing and its sub-skills of focus, elaboration, organization, conventions, and vocabulary. Moreover, the study dealt with students’ perceptions about the use of portfolio assessment in EFL writing. Thirty university students were chosen as the participants. They received the treatment i.e. portfolio assessment in an essay writing course. Students’ views and reflections about portfolio assessment were elicited via “Portfolio contribution questionnaire” and individual semi-structured interviews. The results showed that most of the students perceived improvement in overall writing and the sub-skills of focus, elaboration, and organization. Furthermore, students had a positive attitude to the implementation of portfolios. The results have some implications for teaching and assessment of writing in the EFL context.
Artikel ini membincangkan persepsi pelajar terhadap penggunaan portfolio dalam kelas penulisan ESL. Lima puluh pelajar kursus diploma di sebuah universiti tempatan terlibat dalam projek yang memakan masa satu semester. Pelajar dikehendaki menulis lima esei dalam masa 14 minggu menggunakan Model Pentaksiran Porifolio untuk ESL. Semasa implementasi projek tersebut, pelajar mengadakan perbincangan dengan pengajar mereka berkenaan dengan draf penulisan mereka sebelum esei yang lengkap di serahkan. Pelajar juga diberi senarai semak untuk semakan kendiri dan semakan rakan sebaya. Gred ini dibandingkan dengan gred peperiksaan akhir semester pelajar. Pelajar diminta memberi pendapat mereka berkenaan persepsi mereka terhadap kegunaan porifolio untuk pentaksiran keupayaan menulis.
The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept
International Journal of Language and Literary Studies, 2022
Since the birth of humanistic approaches to language teaching and learning, researchers and practitioners directed special attention to various psychological factors that interfere with students’ learning. The purpose of this study is to investigate the role of portfolio-based assessment practices in enhancing students’ writing self-concept. The study further explores the students’ perceptions of portfolio assessment in relation to their writing self-concept. To achieve these objectives, the study relied on a mixed-method research design with a sample of two independent groups (classes) of high school students. One group followed portfolio-based writing assessment activities with various reflection techniques, while the other group stuck to the regular summative-based writing tests. The results indicate a statistically significant difference (p<.005) between the two groups' level of writing self-concept in favor of the portfolio assessment group. The results also reveal a gra...
Self-Assessment and Reflection in Portfolios Enhancing Efl Students’ Writing
2019
A BSTRACT Can self-assessment and reflection as a part of the writing process make EFL students enhance their writing? This article presents the findings of a semester-long study conducted at four universities in Medan, North Sumatera where writing portfolio including self-assessment and reflection practices were implemented to support students make their progress. Using pre- and post- test design, it was found that the writing performance of students who used portfolio mainly focusing on combination of self-assessment and reflection for their essay writing process over a semester more increased than students who did not. The growth of writing performance corresponded to students’ ideas of improvement in writing. EFL writers who were usually concerned with correcting surface-level errors (mechanics and vocabulary) rather than global errors (organization and content), in this study, partially focused on global errors. Keyword: self-assessment, EFL students
Portfolio as a Viable Alternative in Writing Assessment
Journal of Language Teaching and Research, 2011
This study represents a quantitative attempt specifically addressing the development of EFL students' mechanics of writing in portfolio-based assessment. To carry out the study, 40 university students were selected and randomly divided into two experimental and control groups. The students in the sample were tested with the following instruments at the beginning and the end of the study: Trinity's ISE (Integrated Skills in English) Writing Test and Error Detection in Mechanics of Writing, English Language Test (CELT) was administered as pre-test to homogenize the experimental and control groups Comprehensive. The results of the study confirmed that students whose work was evaluated by a portfolio system (portfolio-based assessment) had a significant reduction in their errors in mechanics of writing when compared to those students whose work was evaluated by the more traditional evaluation system (non-portfolio-based assessment).The findings also revealed that there was a positive correlation between the dependent scorer of final examination and the independent scorer of portfolio assessment.
Is Portfolio Assessment Effective in Improving Iranian EFL Students’ Writing?
The current study explored the effect of portfolio assessment on the improvement of the Iranian students' writing. Additionally, students' attitudes towards using portfolio were investigated. Participants of the study were 46 preintermediate Iranian male and female university students who were chosen from a larger group of 70 students. They were divided randomly into experimental and control groups with equal number of students of 23 in each group. All the students in experimental group wrote five essays based on the topics in their course book. To evaluate the students' writings, word choice, ideas, sentence fluency, voice, and organization were checked by two experienced rates. In contrast, the students in control group wrote five essays and they didn't receive any feedback from their teacher and also they didn't have any opportunity to revise their writing papers. The findings of the study revealed that portfolio assessment had a positive effect on the overall writing ability among the Iranian university students.