The Effect of Portfolio Assessment on EFL Learners’ Reading Comprehension and Motivation

Abstract

This study highlighted the humanistic-transformational perspectives via portfolio assessment which offers a conceptual framework for teaching and assessment. More specifically, it attempted toexplore the effectof portfolioassessmenton EFL learners'reading comprehension ability and motivation in the context of Iran. It adopted the quasi-experimental design comprising the pretest-treatment-posttest paradigm. To achieve the purpose, the researchers collected the triangulated data about the participants. Two classes were selected as the experimental and control groups from TabaranInstitute of Higher Education. They were 65 female university students majoring in translation. The only difference between the two groups was integrating portfolio into learning strategy-based instruction for the experimental group (portfolio-based instruction vs. non-portfolio instruction). At the post-testing stage, the both groups were retested through the reading comprehension test and the motivation questionnaire. A self-report assessment was also utilized to increase the credibility of the motivation test. The resultobtained from Mann Whitney U tests and t-testsrevealed that portfolio assessment as a constructivist strategy empowers participants' reading comprehension and motivation.

The Effect of Interaction between The Form of Formative Assessment and Learning Autonomy on Learning by Controlling Mathematical Logical Intelligence

“…The results of research previously which are related to portfolio come from Hosseini and Gabhanci in [9] who show that portfolio assessment has a significant effect in enhancing students' reading experience and motivation, similar to this finding is the finding of a research done by Dewi, Dantes & Marhaeni in [10] in which it is shown that the use of portfolio assessment can increase writing ability in English after verbal ability is controlled.…”

Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement

“…These artefacts are usually subject-specific and diverse in forms. For L2 learning purposes, they can involve written essays, reading logs, multimedia materials, reflections, self-assessment, and peer feedback (e.g., Baturay & Daloğlu, 2010;Farahian & Avarzamani, 2018;Hosseini & Ghabanchi, 2014;Huang & Hung, 2010;Kabilan & Khan, 2012;Sharifi et al, 2017;Thang et al, 2012).…”

“…As Burner (2014) puts it, "[i]t does not matter how productive PA [portfolio assessment] has proved to be if the students are not motivated" (p. 145). Furthermore, although PoBL has been implemented to promote various L2 abilities, including writing skill (e.g., Aliweh, 2011;Farahian & Avarzamani, 2018;Lam, 2013;Nicolaidou, 2013), speaking skill (e.g., Hung & Huang, 2016), reading skill (e.g., Charvade et al, 2012;Hosseini & Ghabanchi, 2014), and vocabulary learning (e.g., Sharifi et al, 2017), whether and how PoBL can be implemented for teaching L2 listening skill are relatively unknown.…”

“…In the field of L2/EFL education, portfolio-based learning (PoBL) emerges as a promising alternative to the conventional approach. It has been found to enhance students' learning autonomy, language outcomes, and digital skills (e.g., Chau & Cheng, 2010;Hosseini & Ghabanchi, 2014;Huang & Hung, 2010;Hung, 2009;Tran & Le, 2018). What is underexplored is whether and how PoBL may affect L2 learners' motivation (Douglas et al, 2019).…”

The Development of Portfolio Assessment for Learning French in Senior High Schools (Sma)

“…More specifically, the use of a portfolio assessment can help teachers to pay attention to the student's development, diagnose learning difficulties experienced by students, find out the students ' needs, interests, etc. This practice in assessing students' achievement is in line with the statement made by Nasution & Suryanto (2008) which highlight the need for assessments to not only focus on the learning outcomes, but also the learning process. In relation to this, Hosseini and Ghabanchi (2014) suggest that one alternative assessment that can be used to show students' activities and various learning strategies is portfolio assessment. Thus, it will not only help teachers who can see the development of students but also the parents.…”