The Effect of Portfolio Assessment on Iranian EFL Learners’ Autonomy and Writing Skills

Abstract

The portfolio assessment is a purposeful and systematic collection of students’ work that is intended to show progress over time. The researchers employed the Oxford quick placement test, autonomy questionnaire, and topic-based paragraph writings as the pretest and posttest. The design of the study was quasiexperimental. To this end, researchers chose 120 learners with the convenience sampling method, which were 60 learners at the upper-intermediate and 60 learners at the advanced level. Participants were divided into two homogeneous groups (30 learners) such that there were two groups at the upper-intermediate level and two groups at an advanced level as experimental and control groups. A piloted writing pretest was given to both groups before the treatment. The experimental group had received the treatment of four writing tasks to perform. In order to address the research questions, descriptive statistics and covariant analysis were used. Based on the results achieved from the first research question, portfolio assessment has a positive significant effect on Iranian EFL learners’ autonomy on both upper-intermediate and advanced levels. The results also indicated that portfolio assessment has a positive significant effect on Iranian EFL learners’ writing skills on both upper-intermediate and advanced levels.

Promoting self-regulated learning, autonomy, and self-efficacy of EFL learners through authentic assessment in EFL classrooms

“…Their study revealed that using authentic assessment as a sort of presentation task could improve learners' reading skills by providing evidence of reactions to students' written literary works. Furthermore, the findings of Biglari et al (2021) showed that the portfolio assessment, a type of authentic assessment, produced a construction impact on Iranian EFL students' autonomy at both upper-intermediate and advanced levels is consistent with the findings of the current study. They also revealed that portfolio assessments generated a constructive important impact on the writing skills of Iranian EFL students.…”

“…The portfolio assessment is a purposeful and systematic collection of student's work that is intended to show progress over time. Portfolio assessment has been used as an alternative approach to standardized testing for more than two decades (Biglari et al, 2021). It commonly refers to a print or web-based dossier, where students regularly revisit and evaluate their learning trajectories by way of multimodal artifacts (Muin et al, 2021).…”

Contributions of E-Portfolios Assessment to Developing EFL Learners’ Vocabulary, Motivation, and Attitudes

“…Finally, the results of the study advocated the findings of Pourdana and Tavassoli [31]. In addition, the results of the study lend credence to the findings of Biglari et al [35]. ey found that the portfolio assessment significantly improved Iranian EFL learners' writing skills and autonomy.…”

Facilitating EFL Students' Active Learning Through Digital Portfolio Development

“…As an ongoing process, portfolio development exhibits a learner's problem-solving, decision-making and critical thinking skills (Baturay and Daloglu (2010), and enhance their learning within social contexts (Bagheri & Ghaffari, 2017). Furthermore, developing a portfolio enables students to enhance their writing skill (Efendi, 2017;Biglari, Izadpanah & Namaziandost, 2021), encourage them to represent and integrate their formal and informal learning experiences (Chen and Light, 2010) and enhance their active learning in different ways (Pospisilova, 2018). A digital or an electronic portfolio provides more advantages than the regular portfolios (Hung, 2008in Baturay & Daloglu, 2010.…”