Assessment Effect on English as a Second Language and English as a Foreign Language Writing - Essay Example

Portfolio Assessment Effect on ESL/EFL Writing Ahmed Alzahrani Second Language Teaching October 29, 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 perspectives 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 teachers 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 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. Read More