Students’ perceptions about writing portfolios: A case of Iranian EFL students

سال انتشار: 1399
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 424

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شناسه ملی سند علمی:

JR_RELT-8-1_002

تاریخ نمایه سازی: 18 آذر 1398

چکیده مقاله:

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.

نویسندگان

Behrooz Ghoorchaei

Department of English, Farhangian University, Tehran, Iran

Mansoor Tavakoli

Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan

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