The Role of Self-assessment Guide on Improving Iranian EFL Learners’ Writing: The Portfolio Approach

Farnaz Sahebkheir

Abstract


Writing skill is one of the most difficult skills to be taught. Teachers try to find new ways to teach it especially via student-centered approaches. Self-assessment portfolio can be one of these learner-centered methods for improving learners writing skill. This study aims to investigate the effect of self-assessment portfolio on Iranian EFL students’ writing production. Two groups were selected through a KET test and they were randomly assigned as a control and an experimental group. The experimental group had to use a self-assessment guide and completed their writing tasks. They reflected and critically analyzed their own writing using the Self-assessment Guide. While the control group did not receive the self-assessment guide and they just received teacher written error correction for their writing tasks. They either did not analyze their written product critically. The experimental group outperformed the control group and the differences were statistically significant. Students in the experimental group engaged in constant critical thinking and developed a strong sense of responsibility for their learning. It can be concluded that teachers should engage their students in self-assessment portfolio to encourage more critical thinking and self-regulation.

Keywords


EFL, Critical Thinking, Portfolio, Self-assessment, Writing

Full Text:

PDF

References


Arndt, V. (1993). Response to writing: Using feedback to inform the writing process. In M. Brock & L. Walters (Eds.), Writing around the Pacific Rim(pp.90-114). Clevedon, UK: Multilingual Matters.

Brindley, G. (2003). Classroom-based assessment. In D. Nunan (Eds.), Practical English Language Teaching(pp.309-328). New York: McGraw-Hill.

Brown, S. & Glasner, A. (1999). Assessment Matters in Higher Education. Buckingham: Open University Press.

Chabeli, M.M. (2002). Portfolio assessment and evaluation: Implications and guidelines for clinical nursing education. Curationis, 25 (3), 4-9.

Hamp-Lyons, L. & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory and research. Cresskill, NJ: Hampton Press.

Hirvela, A. & Sweetland, Y. L. (2005). Two case studies of L2 writers’ experiences a cross learning–directed portfolio contexts. Assessing Writing, 10,192-213.

Hughes, A. (2003). Testing for language teachers. (2nded.). Cambridge: Cambridge University Press.

Khoosf, S. G., & Khosravani, M. (2014). Introducing Email Portfolio as a Means of Developing EFL Learner’s Autonomy. Procedia - Social and Behavioral Sciences, 98, 504 – 512

Mousavi, S. A. (1999). A Dictionary of Language Testing. 2nded. Tehran: Rahnama.

Sajedi, R. (2014). Self- assessment and Portfolio Production of Iranian EFL Learners. Procedia - Social and Behavioral Sciences, 98, 1641 – 1649.

Weigle, S. C. (2007). Teaching writing teachers about assessment. Journal of Second Language Writing, 16(3), 194-209.




DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.192

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2012-2018 (CC-BY) Australian International Academic Centre PTY.LTD

International Journal of Applied Linguistics and English Literature

To make sure that you can receive messages from us, please add the journal emails into your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.