چکیده:
This paper aimed at probing the implementation of portfolio assessment in the writing classroom in an attempt to examine its effect(s) on EFL learners‟ metadiscourse awareness. It addressed the following questions: Does portfolio assessment as a teaching technique have positive wash back effect on the participants‟ achievement in their writing ability in an academic context? And to what extent do the students develop metadiscourse awareness in their writing by the treatment of portfolio assessment?
The participants were the students of English literature enrolled for their composition course. After being homogenized for their proficiency level, they were randomly divided into an experimental group (EG) and a control group (CG). As the treatment, portfolio assessment was employed as the teaching technique for the experimental group. Data was then subjected to different statistical procedures. The results of data analysis revealed that the participants in the EG outperformed those in the CG with regard to the achievement in their overall writing ability. Second, based on chi-square results, participants in the EG used metadiscourse markers more correctly and efficiently compared with those in the CG. The results of the present study may have some implications for teaching of writing to EFL learners.
خلاصه ماشینی:
Keywords: Achievement, Metadiscourse knowledge, Portfolio assessment, Performance testing, Writing ability Introduction In order to assess the effect of teaching on students‟ learning a second language, different test methods such as paper and pencil tests and performance tests have so far been used.
Following the above-mentioned studies, the present research tries to investigate the effect of portfolio assessment on using textual and interpersonal markers in terms of their frequencies and appropriacy of occurrence in the participants‟ compositions.
Purpose and Research Questions The purpose of this study was to investigate the implementation of portfolio assessment in an academic context in an attempt to examine its effect on the students‟ writing ability, especially their metadiscourse awareness.
Taking the above purposes into consideration, the present study addressed the following research questions: 1) Does portfolio assessment as a teaching technique have positive wash back effect on the participants‟ achievement in their writing ability in an academic context?
89 Results As mentioned above, this study aimed at examining the effect of portfolio assessment on the participants‟ achievement in writing in academic context, especially focusing on metadiscourse knowledge (awareness).
As for the second question, which aimed at investigating the effect of portfolio assessment on metadiscourse awareness in the participants‟ writing, the chi-square test was applied.
Based on this analysis, it can be concluded that the implementation of portfolio assessment in class affected the participants‟ writing abilities in experimental group to the extent that they could use metadiscourse markers (textual and interpersonal) more frequently and efficiently than those in the control group.