LEARNERS’ ATTITUDES TOWARDS PORTFOLIO ASSESSMENT: A STUDY ON ELT AND ELL STUDENTS
DOI:
https://doi.org/10.46827/ejes.v8i12.4060Keywords:
portfolio, ELT, ELL, language assessment, alternative assessmentAbstract
The current study set out to define ELT and ELL students' attitude towards portfolio assessment in academic writing and to define the positive and negative aspects of portfolio assessment along with the aims to define their preferences on choosing portfolios versus traditional pen-and-paper tests. The sample of this study consists of 49 students studying English Language Teaching (ELT) and English Language and Literature departments at Tokat Gaziosmanpaşa University in the second term of academic year 2021-2022. Study was conducted using survey research design; a Likert scale questionnaire and one-on-one interviews in order to collect data on attitudes towards Portfolio Assessment. The results of the final analysis showed that participants are competent about the content of portfolio assessment and the portfolio sharing activities offer learners the chances to learn good English with the help of acquired technics from their classmates. According to participants, self-evaluation, peer-evaluation, active participation and language skills development were considered as advantages of portfolio Requiring much time, reliability and validity issues and neglecting listening and speaking skills were among the disadvantages of portfolio assessment. Moreover, the subject participants of current study mostly prefer to be evaluated by portfolio assessment rather than the traditional paper-pen tests.
Article visualizations:
References
Akçıl, U., & Arap, İ. (2009). The opinions of education faculty students on learning processes involving e-portfolios. Procedia-Social and Behavioral Sciences, 1(1), 395-400.
Aydin, S. (2010). EFL writers’ perceptions of portfolio keeping. Assessing Writing, 15(3), 194-203.
Aygün, S., & Aydın, S. (2016). The use of e-portfolios in EFL writing: a review of literature. International Association of Research in Foreign Language Education and Applied Linguistics, 5(3), 205-217. Repéré à http://dergipark.ulakbim.gov.tr/eltrj/article/view/5000204809/pdf_47
Brown, A. (2013). Multicompetence and second language assessment. Language Assessment Quarterly, 10(2), 219-235.
Caner, M. (2010). Students Views on Using Portfolio Assessment In EFL Writing Courses. Anadolu University Journal of Social Sciences, 10(1).
Cirneanu, N., Chirita, M., & Cîrneanu, A. (2009). Portfolio-Learners' Performance Complementary Assessment Instrument. Scientific Bulletin-Nicolae Balcescu Land Forces Academy, 14(2), 25.
Coşkun, P. (2015). The effect of portfolio assessment on the writing performance of adult EFL students (Doctoral dissertation, Necmettin Erbakan University (Turkey)
Denton, D. W. (2012). Improving the Quality of Evidence-Based Writing Entries in Electronic Portfolios. International Journal of ePortfolio, 2(2), 187-197.
Yurdabakan, I. & Erdoğan, T. (2009). The Effects of Portfolio Assessment on Reading, Listening and Writing Skills of Secondary School Prep Class Students. Journal of International Social Research, 2(9).
Genc, Z., & Tinmaz, H. (2010). A reflection of preservice teachers on e-portfolio assessment. Procedia Social and Behavioral Sciences, 9, 1504-1508.
Gümüş, S. N. (2019). The effect of portfolio keeping on young learners’ writing achievement and their motivation towards writing skills in English as a foreign language (Master's thesis, Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü).
Hung, S-T. A. (2012). A washback study on e-portfolio assessment in an English as a Foreign Language teacher preparation program. Computer Assisted Language Learning, 25(1), 21-36.
Jalilzadeh, K., & Yeganehpour, P. (2021). The Relationship between Intermediate EFL Students' Oral Performance, Communicative Willingness, as well as Emotional Intelligence. The Reading Matrix: An International Online Journal, 21(2).
Jee, M. J. (2008). Using blogs as ePortfolios in ESL/EFL writing classes. SLWIS News, 3(2).
Kabilan, M. K., & Khan, M. A. (2012). Assessing pre-service English language teachers’ learning using e-portfolios: Benefits, challenges and competencies gained. Computers & Education, 58, 1007-1020.
Loughran, J., & Corrigan, D. (1995). Teaching portfolios: A strategy for developing learning and teaching in preservice education. Teaching and teacher Education, 11(6), 565-577.
Langan-Fox, J., Code, S., & Langfield-Smith, K. (2000). Team mental models: Techniques, methods, and analytic approaches. Human Factors, 42(2), 242-271.
Lin, Q. (2008). Preservice teachers’ learning experiences of constructing e-portfolios online. Internet and Higher Education, 11, 194-200. doi:10.1016/j.iheduc.2008.07.002
Nezakatgoo, B. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English language teaching, 4(2), 231-241.
Nunan, D. (1999). Second Language Teaching & Learning. Heinle & Heinle Publishers, 7625 Empire Dr., Florence, KY 41042-2978.
Paulson, F. L., & Paulson, P. R. (1994). Assessing portfolios using the constructivist paradigm.
Pollari, P. (2000). "This Is My Portfolio": Portfolios in Upper Secondary School English Studies. Institute for Educational Research, Customer Services, University of Jyvaskyla, PO Box 35, FIN-40351 Jyvaskyla, Finland.
Saygili, K. E. (2021). Effects of learning-oriented assessment on students’ academic writing ability [Unpublished PhD dissertation]. Yeditepe University, Istanbul, Turkey.
Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance education, 24(1), 57-67
Sofiah, U., & Pratolo, B. W. (2020). Teachers’ belief, implementation, and challenges in portfolio assessment in writing. Journal of Critical Reviews, 7(9), 986-990.
Sulistyo, T., Eltris, K. P. N., Mafulah, S., Budianto, S., Saiful, S., & Heriyawati, D. F. (2020). Portfolio assessment: Learning outcomes and students’ attitudes. Studies in English Language and Education, 7(1), 141-153.
Srikaew, D., Tangdhanakanond, K., & Kanjanawasee, S. (2015). Development of an English-speaking skill assessment model for grade 6 students by using portfolio. Procedia-Social and Behavioral Sciences, 191, 764-768.
Tabatabaei, O., & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Learners. English Language Teaching, 5(5), 138-147.
Uçar, S., & Yazıcı, Y. (2016). The impact of portfolios on enhancing writing skills in ESP classes. Procedia-Social and Behavioral Sciences, 232, 226-233.
Underwood, T. (2003). Portfolios Across the Centuries, a review of Liz Hamp-Lyons and William Condon: Assessing the Portfolio. Journal of Writing Assessment, 1(2).
Wang, Y. H., & Liao, H. C. (2008). The application of learning portfolio assessment for students in the technological and vocational education system. Asian EFL Journal, 10(2), 132-154.
Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.
Yang, N. D. (2003). Integrating portfolios into learning strategy-based instruction for EFL college students.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
