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This study examined the relationship between learners' incidental vocabulary acquisition and their level of proficiency, and between acquisition and word frequency in a text. Participants were Turkish learners of English at three proficiency levels. One reading text and four vocabulary tests were administered over a two‐week period. Analyses of the data revealed that lexical gains from reading were significant for each group (p < .05). The higher proficiency groups were able to acquire more words than lower level groups. Word frequency in the text was also a signijicant fac tor in vocabulary acquisition (p <,051, with 29% of the variance in acquisition being accounted for by frequency. However, frequency did not play a greater role in the vocabulary acquisition of lower level learners than in that of higher level learners.

Many teachers have the tendency to look at only the standardized test scores of their students while ignoring how or why various dimensions of language proficiency has improved or not improved. Portfolio, however, reveals a clear picture of the student's growth and development. This study reflects that traditional approaches to assessment of student progress in EFL writing lack indicators of students' development of the skill and aims to answer the following questions: what are the learning gains of students who keep an e-portfolio as part of an elementary-level English course and what are student perceptions about the online course, using an e-portfolio and their learning gains? For this aim, the researchers worked with two groups of students: the e-portfolio group who kept an electronic portfolio in the online elementary level English language course and the traditional assessment group who did not keep an e-portfolio. Although there were not significant differences between the post-test scores of the two groups, there were significant learning gains in both groups. The perceptions of the students in the e-portfolio group reflected that they benefited from and enjoyed keeping a portfolio.

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