The Impact of Portfolio Assessment on EFL Learners’ Vocabulary Achievement and Motivation

Abstract

The purpose of this study was to examine the impact of portfolio assessment on EFL learners' vocabulary achievement and motivation. To carry out the study, 90 female learners of Marefat language school located in Maragheh, Iran were non-randomly selected. They took a Preliminary English Test (PET) test and among these 90 participants 60 students aged between15 and 20 were selected as homogenous samples. These 60 intermediate learners were the main participants of this study. Then, they were randomly put into experimental and control groups. The participants were checked for not knowing the intended vocabulary items intended to be taught and tested in the pre-test. Also, both groups were shown to be homogeneous in terms of their motivation. Both control and experimental groups attended 12 sessions with the same instructional material. The control group received the traditional assessment while the experimental group received portfolio assessment, i.e., they were asked to make portfolios. They were given two piloted post-tests of vocabulary achievement and motivation immediately after treatment sessions. Quantitative analysis revealed that the use of portfolio assessment had a significant effect on EFL learners' vocabulary achievement but; it did not affect EFL learners' motivation level. Findings suggest that teachers can benefit from portfolios to arm the learners with appropriate material leading to their improvement in language skills.

Portfolio assessment: Learning outcomes and students’ attitudes

“…Based on the results of vocabulary improvement in the experimental group, it could be concluded that portfolio assessment is effective to improve students' vocabulary mastery. This finding is consistent with a study by Nassirdoost (2015) proving that portfolio assessment affects Iranian EFL learners' vocabulary achievement and motivation. Similarly, Omidi and Yarahmedzehi (2016) assert that the implementation of portfolio assessment is effective for and influential to students' vocabulary achievement.…”

“…Basically, there are three stages in conducting portfolio as suggested by Hamp-Lyons and Condon (2000) in Ghoorchaei et al (2010), namely collection (students are expected to collect their final draft in a portfolio), selection (students are expected to select the best two or three final draft for grading), and reflection (students are expected to reflect upon on the first and final drafts). In this case, keeping portfolio means students should accomplish the several stages in writing called process of writing which takes some corrections (feedback) in order to get a good product (Nassirdoost, 2015).…”

The effect of e-portfolio assessment on EFL vocabulary learning and retention

“…The results of this study are in line with the study of Berimani and Mohammadi (2013), Nassirdoost and Mall-Amiri (2015), Sharifi et al (2017) and Pardo (2021) confirming the positive effect of portfolio assessment and e-portfolio assessment on vocabulary learning of EFL learners which can be attributed to the active, yet self-paced autonomous learning occurring while developing and holding academic portfolios. There are, however, no similar studies concerning the effect of e-portfolio or even portfolio assessment on EFL vocabulary retention of the learners.…”

“…Therefore, there are a number of empirical studies on the effect of portfolio in general and e-portfolio in particular on vocabulary learning. Berimani andMohammadi (2013), andNassirdoost andMall-Amiri (2015) found the positive effect of the portfolio on vocabulary learning of EFL learners. Further, Zarei and Baftani (2014) compared the effects of different techniques of vocabulary portfolio including word map, word wizard, concept wheel, visual thesaurus, and word rose on L2 vocabulary comprehension and production.…”