Selection of Peer-Reviewed Journals for the Librarys Database - Essay Example

? Portfolio Assessment Effect on ESL/EFL Writing Ahmed Alzahrani Second Language Teaching October 29, Table of Contents Abstract 2 Selection of Peer-Reviewed Journals for the Library’s Database 3 Outline of the Main Ideas in the Research Paper 4 Portfolio Assessment Effect on ESL/EFL Writing 5 Introduction 5 Review of Literature 5 Methodology 6 Findings 6 Conclusion and Implications 8 Annotated Bibliography 9 References 14 Abstract The objective of the current paper is to trace the development a research project on a specific second language teaching issue. For this particular discourse, the second language teaching issue identified focuses on the use of portfolio-based writing assessment, in contrast to the traditional assessment methods. The process and product of research on the topic “Portfolio Assessment Effect on ESL/EFL Writing” involves different stages, as identified below: 1. Selection of relevant peer-reviewed journal articles from the university’s library database; 2. Preparation of an annotated bibliography from the selected articles; 3. Preparation of an outline of the main ideas in the paper; 4. Writing of preliminary drafts; and 5. Finalization of the research paper. The structure of the research paper follows McKay’s (2008) “Writing Research Reports” from her book entitled Researching Second Language Classrooms. The identified sections are hereby presented in chronological order for the readers’ perusal. Selection of Peer-Reviewed Journals for the Library’s Database Using Keystone Library Network, one accessed through the logging the library identification codes. As such, the EBSCO Host basis search engine was predominantly used to conduct an advance search on peer-reviewed journals using the topic ‘portfolio assessment effect on EFL/ESL writing’ which generated more than 150 results (with streamlined dates starting from 2005 up to 2012). The voluminous entries that were generated contained distinct and separate words of the topic being researched. As such, further refinement led one to select seven (7) peer-reviewed journal articles on the mentioned topic, as itemized below: Ghoorchaei, B., Tavakoli, M., & Ansari, D. (2010). The Impact Of Portfolio Assessment On Iranian EFL Students’ Essay Writing: A Process-Oriented Approach. GEMA Online Journal of Language Studies, Vol. 10, No. 3, 35-51 . Nezakatgo, B. (2011). Portfolio as a Viable Alternative in Writing Assessment. Journal of Language Teaching and Research, Vol. 2, No. 4, 747-756. Nezakatgoo, B. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English Language Teaching, VoL 4, No. 2, 231-241. Qinghua, L. (2010). The Impact of Portfolio-based Writing Assessment on EFL Writing Development of Chinese Learners. Chinese Journal of Applied Linguistics, Vol. 33 No. 2, 103-116. Sharifi, A., & Hassaskhah, J. (2011). The Role of Portfolio Assessment and Reflection on Process Writing. Asian EFL Journal, 193-225. Tabatabaei, O., & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Leamers. English Language Teaching, Vol. 5, No. 5, 138-147. Taki, S., & Heidari, M. (2011). The Effect of Using Portfolio-based Writing Assessment on Language Learning: The Case of Young Iranian EFL Learners. English Language Teaching, Vol. 4, No. 3, 192-199. Outline of the Main Ideas in the Research Paper Introduction Provides a general overview of portfolio assessment through exploring the possibility of identifying and presenting relevant statistics on its current use and its apparent impact or effect in ELF/ESL teaching. Review of Literature Using the seven journals that were researched, read, evaluated and analyzed, comparative details as to defining portfolio assessment, and various impacts depending on the participants and cultural settings would be presented. Methodology Basically signifies using a descriptive and qualitative research with support from secondary sources of information to deduce common findings and best practices, as disclosed. Findings Predominantly positive as students and participants who were immersed in the portfolio-based writing assessment approach exhibited marked improvements in writing, as well as in cognitive and reflective thinking. Conclusions and Implications Summarizes and highlights relevant points that were presented and also enumerate the limitations noted in various studies; as well as implications for current and future research. Portfolio Assessment Effect on ESL/EFL Writing Introduction There are various second language teaching issues that emerge and evolve which are deemed instrumental in improving the academic performance of English as Secondary Language (ESL) and English as Foreign Language (EFL) learners. One of the most sought after concerns delve into portfolio-based writing assessment, as contrasted with the traditional assessment methods. These assessment techniques are designed to measure the progress of ESL/EFL learners in terms of their abilities to exhibit increased proficiencies in composing essays and other writing requirements using English, as a foreign or secondary language. To determine the impact of portfolio assessment in teaching writing and composition courses to ESL/EFL learners, the current paper aims to synthesize the findings noted by seven authors who previously conducted respective studies on the subject of portfolio assessment and present its link to ESL/EFL writing. Review of Literature The historical evolution of portfolio assessment was identified and discussed by Ghoorchaei, Tavakoli, & Ansari (2010), Taki & Heidari (2011), and Tabatabaei & Assefi (2012) who identified the origin of its emergence in the mid-1980s. Portfolio assessment was defined as “a compilation of students' work, which documents their effort, progress and achievement in their leaming, and their reflection on the materials negotiated for the portfolio” (Yang, 2003; cited in Nezakatgoo, 2011, p. 232). This definition was likewise corroborated by Ghoorchaei, Tavakoli, & Ansari (2010) who cited Genesee & Upshur/s (1996) definition, to wit: “a purposeful collection of students’ work that demonstrates to students and others their efforts, progress, and achievements in given areas" (p.99; cited in (Ghoorchaei, Tavakoli, & Ansari, 2010, p. 37). Its ultimate purpose was noted to be categorized into three: for evaluation, for instruction, and for professional development (Murphy, 1999). For purposes of determining its impact on ESL/EFL learners writing skills, these various authors have conducted diverse and separate studies that included students are participants from various cultural settings. Six of the authors conducted their studies in Iran and only one, Qinghua (2010), conducted the study with 68 Chinese students all taking up English as their majors. Methodology The current paper therefore utilized secondary research through synthesizing results from seven peer-reviewed journal articles. As such, the paper focuses mainly on a descriptive and qualitative research that presents comparative results of these studies according to the overview of portfolio assessment and its impact on the writing performance and progress of EFL/ESL learners. Findings All authors revealed that the portfolio assessment method showed positive impact and effects on the writing progress of ESL/EFL students for the time frame within which their studies were conducted. In Qinghua’s (2010) article, the author’s review of literature provided an illustrated tabular result of the impact of portfolio-based writing assessment (PBWA) on ESL/EFL learners’ writing that ranges from more motivated versus not particularly motivated and significant manifestations in attitude (positive, mixed and indifferent) (p. 106). From among the noted findings, the following are hereby cited: “Portfolio assessment affected the students' achievement in their overall writing as well as their achievement in terms of focus, elaboration, organization and vocabulary” (Ghoorchaei, Tavakoli, & Ansari, 2010, p. 45); “Writing and assessing portfolios were beneficial to students. Even if they encountered many problems in the process, they learned a lot from solving their problems and taking responsibility of their own learn” (Nezakatgo, 2011, p. 752). “The role of the ESL teacher in a portfolio approach involves planning both mini-lessons and individualized tutorials or conferences with individual students based on the teacher's understanding of the students’ needs” (Nezakatgoo, 2011, p. 233). These findings have disclosed relevant lessons in terms of the positive effect that the portfolio assessment method has done in terms of improving the students’ writing abilities, especially through the techniques that it accords in terms of identifying weaknesses in writing and focusing on improving the portions that need to be addressed. Likewise, one of the crucial findings revealed the role of the ESL teacher in applying the portfolio assessment approach. It was emphasized that in the study conducted by Qinghua (2010), the competencies and understanding of the portfolio assessment by educators is a significant variable that influences the students’ subsequent understanding and appreciation of the teaching approach. Likewise, the cultural background of both the teachers and the students could also be an instrumental factor that affects the application and success of the portfolio assessment. From all the studies reviewed, it could be noted that 86% of the authors conducted their studies in Iran, as against only 14% in China. Future studies on portfolio assessment techniques could focus on reviewing its impact on ESL/EFL students from other cultural backgrounds to determine any disparities and consistencies in the findings. There were authors who qualified the results to specifically identify which writing dimensions or components were improved. Ghoorchaei, Tavakoli, & Ansari (2010) focused on variables such as focus, elaboration, organization, conventions and vocabulary. On the other hand, writing performance variables such as accuracy, complexity, fluency and coherence were measured by Qinghua (2010, p. 103); where the results indicated that portfolio assessment only improved the accuracy and coherence, but were inconclusive in terms of generating any signfiicant effects in terms of complexity and fluency. Likewise, the study conducted by Sharifi & Hassaskhah (2011) disclosed that the method was instrumental and contributory to enhanced critical thinking and reflective skills, in conjunction with improvements in writing. More importantly, the authors noted the unanimous positive attitudes exhibited by the participants with the implementation of the portfolio assessment. Conclusion and Implications From the studies that were evaluated, it was evident that portfolio assessment significantly improves the writing performance of EFL/ESL students based on various pre-tests and post-tests methods. There were authors who clearly identified with dimensions and variables in the writing process were significantly improved; ranging from focus, accuracy, coherence, organization and vocabulary use, among others. The impact on EFL/ESL writing likewise varies from that which was noted in previous researches: from being motivated to possessing positive attitudes or being out rightly indifferent. The relevant implications of the studies gathered included noting that the responses of the students on the portfolio assessment are likewise affected by the ability of the teachers to deliver expected results. The study of Qinghua (2010) emphasized that the application of the portfolio assessment was premised on understanding that “the teacher involved was accustomed with the philosophy and techniques of portfolio assessment” (p. 112). At the time of the study, the teachers in China were noted to have insufficient knowledge and competencies on PBWA and thereby, their implementation of such philosophy could have significantly influenced and affected the results. Other implications include taking into consideration the application of the approach to other students from diverse cultural backgrounds and orientations to determine consistency in findings. Lengthening the time frame is another concern that could be more closely evaluated to determine if a one semester or two semester time frame is enough to generate viable and reliable outcomes. From the studies that were evaluated, various authors have signified that there are opportunities to pursue future researches on the subject matter to include teachers’ perceptions, trying to implement the approach in other cultural settings, and integrating the approach to traditional assessment methods. In addition, the educator’s enthusiasm and willingness to apply the portfolio assessment approach to the learning process signifies their firm conviction for its ability to improve the writing performance of students. As such, the motivations that these educators exude to their students are factors that could also influence the students’ perceptions and abilities to learn using this technique. A positive learning environment must be established by educators to ensure that the application of portfolio assessment is acknowledged to be of the best interests of the learners. The depth of possibilities for future studies are immense as more definitive results could be identified in pursuing portfolio assessment’s role in the performance of ESL/EFL students’ journey to improved language learning and writing. Annotated Bibliography Ghoorchaei, B., Tavakoli, M., & Ansari, D. (2010). The Impact Of Portfolio Assessment On Iranian EFL Students’ Essay Writing: A Process-Oriented Approach. GEMA Online Journal of Language Studies, Vol. 10, No. 3, 35-51. The authors investigated the impact of portfolio assessment approach in the writing performance of 60 Iranian EFL students, specifically measuring its effect on dimensions such as focus, elaboration, organization, conventions and vocabulary. A theoretical background was presented to include a discussion on the emergence of portfolio assessment and its impact and influence in teaching and learning EFL/ESL writing. The procedures for the portfolio process were clearly explained in the study and to the participants in the research. Accordingly, the findings revealed that “portfolio assessment affected the students' achievement in their overall writing as well as their achievement in terms of focus, elaboration, organization and vocabulary” (Ghoorchaei, Tavakoli, & Ansari, 2010, p. 45). Limitations of the study were noted in terms of portfolio scores based only on quantitative results; age, gender and affective factors of respondents; and students beliefs, among others, could be taken into consideration in future researches on the subject. Nezakatgo, B. (2011). Portfolio as a Viable Alternative in Writing Assessment. Journal of Language Teaching and Research, Vol. 2, No. 4, 747-756. The author aimed to assess the development of EFL writing from a mechanics perspective with the use of portfolio assessment. The literature review focused on discussing alternatives in assessment, portfolio assessment, as well as challenges encountered in portfolio assessment approach. The participants enrolled in a freshmen English composition course where, from an initial 68 examinees, the sample study was streamlined to 40. A series of pre-tests and post-tests were conducted during the course of the study. The findings were revealed as “writing and assessing portfolios were beneficial to students. Even if they encountered many problems in the process, they learned a lot from solving their problems and taking responsibility of their own learn” (Nezakatgo, 2011, p. 752). Suggestions for future research were provided to focus more in increasing diversities in types of writing exams and using mixed designs, among others. Nezakatgoo, B. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English Language Teaching, Vol. 4, No. 2, 231-241. The portfolio-based writing assessment method was evaluated in terms of its overall effect on the writing performance of 40 university students in their composition course. A review of literature proffered pertinent issues relative to portfolio assessment, in general, and portfolio based instruction. As emphasized, “the role of the ESL teacher in a portfolio approach involves planning both mini-lessons and individualized tutorials or conferences with individual students based on the teacher's understanding of the students’ needs” (Nezakatgoo, 2011, p. 233). The findings revealed that portfolio assessment approach considerably improved the writing skills of freshmen students who participated in the study. Thereby, one of its implications include integrating the portfolio assessment method with the traditional assessment approach to enhance effectiveness of inculcating skills in the writing process. Qinghua, L. (2010). The Impact of Portfolio-based Writing Assessment on EFL Writing Development of Chinese Learners. Chinese Journal of Applied Linguistics, Vol. 33 No. 2, 103-116. The author measured the effect of portfolio-based writing assessment (PBWA) in a class of Chinese university English majors through specifically enumerating components of performance, such as accuracy, complexity, fluency and coherence (Qinghua, 2010, p. 103). A literature review was clearly presented with a summary of comparative results focusing on the impact of PBWA on ESL/EFL learners’ writing (Qinghua, 2010, p. 106) in terms of students exhibiting enhanced motivation and attitudes (positive, mixed, or indifferent). The findings generated interesting results in terms of indicating the effect of PBWA in the experimental class; which, according to the author, only manifested writing improvements in terms of accuracy and coherence only. The limitations were thereby noted to include competencies of teachers with the PBWA method, contextualized design, contamination effects, and the limited time frame, among others. Suggestions for improvement in future research on the subject were also disclosed to include teachers perception on the PBWA, applicability of the approach in other university settings, and using a longer time frame to validate consistency in results. Sharifi, A., & Hassaskhah, J. (2011). The Role of Portfolio Assessment and Reflection on Process Writing. Asian EFL Journal, 193-225. The use and effect of portfolio assessment approach in the writing performance of 20 students at Shahid Sattari Air University of Iran was the subject of the authors’ study. Spanning two semesters, the research utilized a quasi-experimental design where a series of tests were conducted in the initial semester and the portfolio assessment was integrated in the second semester to solicit crucial information on progress of writing skills spanning these time frames. As disclosed, the students’ positive attitude, in conjunction with significant improvement in writing, critical thinking, and reflective skills. The rationale for the improvement was identified to be the support and guidance accorded from the portfolio assessment approach. Implications were likewise identified in terms of emphasizing flexibility in syllabus design, incorporating learners’ progress in developing instructional materials, helping both learners and teachers in identification of strengths and weaknesses, assisting in greater understanding of language skills, and in assessing the progress of students in terms of translation, among others. Tabatabaei, O., & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Leamers. English Language Teaching, Vol. 5, No. 5, 138-147. The authors delved into a closer examination of evaluating the portfolio assessment technique as a crucial instructional approach to teaching English as a Secondary Language (ESL). A brief review of related literature on the origin of portfolio assessment, as well as its influence on EFL writing was initially presented. Specifically, the authors indicated that their aim for the study was to “investigate the effect of applying portfolio assessment technique on improving the writing performance of EFL leamers and how they can develop as writers by emphasizing on written reflection, process, collaboration, multiple drafting, and functional writing” (Tabatabaei & Assefi, 2012, p. 140). The research used the participation of 40 Iranian EFL learners and implemented the classroom portfolio model to gauge their progress in writing through a standard term period. The findings revealed that the use of portfolio assessment was crucial in providing a positive impact on the writing skills and performance of EFL learners. Taki, S., & Heidari, M. (2011). The Effect of Using Portfolio-based Writing Assessment on Language Learning: The Case of Young Iranian EFL Learners. English Language Teaching, Vol. 4, No. 3, 192-199. The effect of portfolio-based assessment in both language and writing learning was measured through the participation of 40 Iranian English learners. A brief overview of the portfolio-based assessment method was presented through the support of secondary authoritative sources. Students’ perceptions on its application and use was likewise solicited and revealed. The findings that were disclosed indicated that the portfolio-based approach significantly improved language learning and writing skills. Further, it was likewise noted that the students who participated in the study expressed homogeneous satisfaction on this particular approach. References Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press. Ghoorchaei, B., Tavakoli, M., & Ansari, D. (2010). The Impact Of Portfolio Assessment On Iranian EFL Students’ Essay Writing: A Process-Oriented Approach. GEMA Online Journal of Language Studies, Vol. 10, No. 3, 35-51 . McKay, S. (2008). Writing Research Reports. In S. McKay, Researching Second Language Classrooms (pp. 141-166). Taylor & Francis . Murphy, S. (1999). Assessing Portfolio. In C. Cooper, & L. Odel, Evaluating wdting (pp. 114-136). Urbana, IL: National Council of Teachers of English. Nezakatgo, B. (2011). Portfolio as a Viable Alternative in Writing Assessment. Journal of Language Teaching and Research, Vol. 2, No. 4, 747-756. Nezakatgoo, B. (2011). The Effects of Portfolio Assessment on Writing of EFL Students. English Language Teaching, VoL 4, No. 2, 231-241. Qinghua, L. (2010). The Impact of Portfolio-based Writing Assessment on EFL Writing Development of Chinese Learners. Chinese Journal of Applied Linguistics, Vol. 33 No. 2, 103-116. Sharifi, A., & Hassaskhah, J. (2011). The Role of Portfolio Assessment and Reflection on Process Writing. Asian EFL Journal, 193-225. Tabatabaei, O., & Assefi, F. (2012). The Effect of Portfolio Assessment Technique on Writing Performance of EFL Leamers. English Language Teaching, Vol. 5, No. 5, 138-147. Taki, S., & Heidari, M. (2011). The Effect of Using Portfolio-based Writing Assessment on Language Learning: The Case of Young Iranian EFL Learners. English Language Teaching, Vol. 4, No. 3, 192-199. Yang, N. D. (2003). Integrating portfolios into leaming strategy-based instmction for EFL college students. IRAL, Vol. 41, No. 4, 293-317. Read More