The Effect of Portfolio Assessment on Iranian EFL Learners'Expository Writing Accuracy and Complexity

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Shabanloie Amir Masoud; Alizadeh Khodaverdi

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Seminar Paper

Paper Information

Seminar: INTERNATIONAL CONFERENCE ON MANAGEMENT AND HUMANITIES SCIENCE RESEARCH IN IRAN
Year:2024 | Issue:15

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Title

The Effect of Portfolio Assessment on Iranian EFL Learners'Expository Writing Accuracy and Complexity

Author(s)

Shabanloie Amir Masoud | Alizadeh Khodaverdi

Keywords

accuracyQ4

complexityQ4

interactive feedbackQ4

portfolio AssessmentQ4

writingQ4

Abstract

This quasi-experimental study examined the effect of portfolio Assessment (PA) on Iranian EFL learners'expository writing accuracy and complexity. It was hypothesized that engaging learners in the process of assessing their performance can focus their attention on formal and textual features and thereby promote their writing. 20 male learners at the intermediate and high level of proficiency in Iran Language Institute (ili), Khoy Branch who were within the age range of 15-20 were participated in the study and were randomly assigned as the control and experimental groups after their homogeneity was assessed based on a Oxford Placement Test and a writing test. Both groups received one session as pretest and three sessions as posttests. The experimental group was provided with some information about the nature and goal of the portfolio Assessment at the beginning of the class and additionally experienced both paper correction by their teacher and portfolio activities such as collecting each participant's papers in personal files and special kind of feedback which is related to their accuracy and complexity. The paired samples t-test analysis of their writing post-test revealed that the experimental group surpassed the control group and produced more accurate but same complex texts. The findings highlight the importance of engaging intermediate and advanced TEFL students not only in the learning process but also in the process of evaluating their own progress over time and offer pedagogical implications.

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