The impact of portfolio on EFL learners’ metacognition and writing performance

Farahian, Majid; Avarzamani, Farnaz

doi:10.1080/2331186x.2018.1450918

Cited by 29 publications

(34 citation statements)

References 38 publications

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“…Shortly, proficient EFL writers are more liable to produce highly-qualified writing products since they have fully recognized their intended readers, writing genres, and various types of writing strategies worthwhile to be implemented in the targeted writing dynamics. This set of argument found support from the findings of metacognitive awareness studies conducted by Farahian and Avarzamani (2018) together with Wei (2020) who revealed that higher metacognitive awareness EFL writers outperformed their learning counterparts having less levels of metacognitive awareness in terms of targeted readers, specialized writing strategies, and particular writing tasks awareness. For this reason, there is an urgent need for ELT practitioners worldwide to expose their graduate EFL university learners to intensive metacognitive awareness training through academic writing processes to be more flair in stipulating their specific writing objectives, adopting various exact writing strategies, and regulating their writing learning processes in a better purpose.…”

Section: Introductionmentioning

confidence: 58%

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

Wijaya

2021

ELT echo

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L2 academic writing processes require both cognitive and affective aspects from EFL University students to be more proficient and independent writers. Hence, metacognitive awareness plays a pivotal role to bridge the huge gap between cognitive and affective elements hindering graduate students to accomplish the given academic writing tasks. Further, this present study attempted to investigate graduate students' perceptions of their metacognitive awareness in academic writing. To fulfill this study objective, this study was conducted qualitatively by utilizing the qualitative content analysis to provide more obvious portrayals out of the specific events experienced by the participants. Two research instruments were also harnessed in this study namely the Likert-scale Questionnaire and open-ended interview questions. The participants enrolling in this study were 15 English Education Master students of Sanata Dharma University, Yogyakarta having experienced academic writing learning journeys for one and a half years. The obtained findings delineated the importance of cultivating a higher degree of metacognitive awareness during academic writing learning enterprises to make EFL University students more competent, self-regulated, and qualified L2 academic writers. Although this study only contributed a small puzzle piece to complete the prior investigations on the importance of metacognitive awareness in academic writing learning rides, EFL practitioners and educators should foster learners' metacognitive awareness at the onset of academic writing programs to enrich the development of their cognitive and affective state into the utmost level.

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Section: Introductionmentioning

confidence: 58%

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

Wijaya

2021

ELT echo

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“…These findings lend support to previous literature regarding the learner-related and contextual factors (e.g., Aydin, 2010;Hung, 2012;Kabilan & Khan, 2012;Thang et al, 2012), which should be addressed for successful PoBL programs. In summary, this study has provided empirical evidence to support the advantageous mediating role of PoBL approach for L2 learners' motivation and language development (e.g., Farahian & Avarzamani, 2018;Phung & Dang, 2016;Sharifi et al, 2017). Yet, this study is among the very few that implemented PoBL for L2 listening training.…”

Section: Pobl For Promoting L2 Listening Motivation and Listening Skillmentioning

confidence: 65%

“…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).…”

Section: Portfolio-based Learning L2 Motivation and Listening Skillmentioning

confidence: 99%

“…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.…”

Section: Portfolio-based Learning L2 Motivation and Listening Skillmentioning

confidence: 99%

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

Cong-Lem¹

2020

TESL Canada

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Whilst previous researchers commonly report on the effect of portfolio-based instruction on L2/EFL (second language/English as a foreign language) learners’ language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners’ L2 motivation and skill development. This study adopted a mixed method approach with Vietnamese EFL learners in higher education as its participants who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants’ motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed. Alors que les chercheurs précédents font des rapports fréquents à propos des incidences sur la performance langagière des apprenants de L2/ALE (langue seconde/anglais langue étrangère) qu’a l’instruction basée sur le portfolio, très peu d’études examinent son impact sur leur motivation d’apprentissage. En s’inspirant de la théorie de l’expectancy-value, la présente étude examine comment la mise en place d’un cours d’écoute basé sur le portfolio peut affecter la motivation et le développement des compétences des apprenants de langue seconde. Cette étude a adopté une démarche à plusieurs méthodes auprès d’apprenants universitaires d’anglais langue étrangère vietnamiens à qui on a administré un questionnaire de motivation, des tests de compréhension orale et des entrevues semi-structurées. On a appliqué à la fois des statistiques quantitatives et une analyse qualitative du contenu à des fins d’analyse des données. Les résultats ont indiqué que le programme de cette étude, basé sur le portfolio, avait un impact positif significatif sur les orientations motivationnelles des participants, particulièrement sur les composantes de leurs attentes (c’est-à-dire leur efficacité personnelle et leurs croyances dans le contrôle de l’apprentissage) et leurs résultats d’écoute, mais pas sur les aspects de valeur. On discute des implications pédagogiques.

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“…The term "critical thinking" was commonly used in the research literature, where the methods and conceptions in teaching were underlined (Pithers & Soden, 2000). Critical thinking techniques portfolio may enhance and improve the metacognitive knowledge and skills of students in English classes (Farahian & Avarzamani, 2018).…”

Section: Introductionmentioning

confidence: 99%

Graphic Organizers as Effective Methods in Teaching Classroom English

Kalmamatova¹,

Shamurzaev²,

Ysmailova³

et al. 2020

OJML

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This article is investigating a variety of techniques in teaching English such as class discussions, presentations, small group discussions, pair work, group work, special projects, and task-oriented assignments. It is beyond the argument that different kinds of methods and teaching techniques should be tried to make the teaching better. It depends on teachers how they make good use of methodologies of teaching English. In this paper, various methods such as "Mind map", "Venn diagram", and "Brainstorming", approaches and their techniques in teaching students are described and applied as an ESL instructor's tool. Students list and categorize the concepts and ideas relating to a topic in these activities. It is important to note that all the above techniques have the common goal of education-to teach students to communicate in English, as well as participate in the development of individual students.

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The impact of portfolio on EFL learners’ metacognition and writing performance

Cited by 29 publications

References 38 publications

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

Graduate Students' Perceptions on Their Metacognitive Awareness in Academic Writing

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

Graphic Organizers as Effective Methods in Teaching Classroom English

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