The Effect Of Portfolio-based Writing Assessment On The Development Of Writing Skills Of Efl Students
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Abstract
This study evaluates the efficacy of writing portfolio assessment in EFL learners' writing skills and writing self-efficacy. The study follows a mixed-methods approach. For the implementation process, all the students in the study group attended an Academic Writing class for two hours once a week. A total of five writing portfolio tasks were assigned to the students. Students had the opportunity to observe their areas of weakness based on the feedback given through some comments on their paper. The data of the research was collected through scoring rubric, self-efficacy scale and focus-group interviewing. Results indicate that the writing scores of students gradually increased over time. There was no statistically significant difference in the levels of self-efficacy at the end of the implementation. Additionally, the findings from the focus group supported that differences were associated with a high level of feedback and writing portfolio assessment. To better portray how errors are pointed out by a teacher, observation should be implemented within the classroom practice.
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Abstract
This study evaluates the efficacy of writing portfolio assessment in EFL learners' writing skills and writing self-efficacy. The study follows a mixed-methods approach. For the implementation process, all the students in the study group attended an Academic Writing class for two hours once a week. A total of five writing portfolio tasks were assigned to the students. Students had the opportunity to observe their areas of weakness based on the feedback given through some comments on their paper. The data of the research was collected through scoring rubric, self-efficacy scale and focus-group interviewing. Results indicate that the writing scores of students gradually increased over time. There was no statistically significant difference in the levels of self-efficacy at the end of the implementation. Additionally, the findings from the focus group supported that differences were associated with a high level of feedback and writing portfolio assessment. To better portray how errors are pointed out by a teacher, observation should be implemented within the classroom practice.