Using portfolio assessment to improve EFL students’ expository-writing performance

Abstract

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students' performances in expository-writing and to find out the students' responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students' expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.

Assessment Challenges & Impact of Formative Portfolio Assessment (FPA) on EFL Learners’ Writing Performance: A Case Study on the Preparatory English Language Course

“…They concluded that students in general consider portfolio as a fair assessment tool that has the potential to motivate students. EFL learners with a portfolio assessment would result in a satisfactory performance on EFL expository-writing (Dahviyanti & Iskandar, 2019). We can refer to the findings of previous studies (Wang & Liao, 2008;Tabatabaei & Assefi, 2012;Roohani & Taheri, 2015) which stated, using portfolios did have significant impact on ELF students' writing performance.…”

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

“…A study into the history of language teaching and pedagogy suggests that there has been a close interrelationship between language teaching and assessment. Writing skill is the most neglected area in language learning [1,2]. It seems to have more agreement that speaking and listening are the skills most needed when trying to succeed in a foreign language environment [3].…”

Overseas and home students’ perspectives towards the implementation of portfolio-based timed-writing technique in composition class

“…Portfolio procedure, a major aspect in PBTHT, to teach writing indicated successful results (Shokraie & Tabrizi, 2016). Portfolio assessment affected the enhancement of content, organization, vocabulary, grammar, and mechanics (Syafei, et al, 2020;Efendi et al, 2017;Prastikawati et al, 2016;Dahviyanti & Iskandar, 2019).…”