TY - JOUR
T1 - Two portfolio systems
T2 - EFL students' perceptions of writing ability, text improvement, and feedback
AU - Lam, Ricky
N1 - Copyright:
Copyright 2013 Elsevier B.V., All rights reserved.
PY - 2013/4
Y1 - 2013/4
N2 - Research into portfolio assessment ('PA') typically describes teachers' development and implementation of different portfolio models in their respective teaching contexts, however, not much attention is paid to student perceptions of the portfolio approach or its impact on the learning of writing. To this end, this study aims to investigate how two groups of Hong Kong EFL pre-university students (Groups A and B) perceived and responded to two portfolio systems (with each group experiencing one portfolio system either working portfolio or showcase portfolio) in one academic writing course. The case study approach was adopted and data sources included semi-structured interviews, student reflective journals, classroom observations, and analysis of text revisions. Findings indicated that students from the showcase portfolio group (Group B) were less enthusiastic about the effectiveness of PA, and queried whether it could promote autonomy in writing, while the working portfolio group (Group A) was more receptive to the experience, and considered that a feedback-rich environment in the working portfolio system could facilitate writing improvement. The paper concludes with a discussion of how PA can be used to promote self-regulation in the learning of writing.
AB - Research into portfolio assessment ('PA') typically describes teachers' development and implementation of different portfolio models in their respective teaching contexts, however, not much attention is paid to student perceptions of the portfolio approach or its impact on the learning of writing. To this end, this study aims to investigate how two groups of Hong Kong EFL pre-university students (Groups A and B) perceived and responded to two portfolio systems (with each group experiencing one portfolio system either working portfolio or showcase portfolio) in one academic writing course. The case study approach was adopted and data sources included semi-structured interviews, student reflective journals, classroom observations, and analysis of text revisions. Findings indicated that students from the showcase portfolio group (Group B) were less enthusiastic about the effectiveness of PA, and queried whether it could promote autonomy in writing, while the working portfolio group (Group A) was more receptive to the experience, and considered that a feedback-rich environment in the working portfolio system could facilitate writing improvement. The paper concludes with a discussion of how PA can be used to promote self-regulation in the learning of writing.
KW - Feedback
KW - Portfolio assessment
KW - Text improvement
KW - Writing ability
UR - http://www.scopus.com/inward/record.url?scp=84873470841&partnerID=8YFLogxK
U2 - 10.1016/j.asw.2012.10.003
DO - 10.1016/j.asw.2012.10.003
M3 - Journal article
AN - SCOPUS:84873470841
SN - 1075-2935
VL - 18
SP - 132
EP - 153
JO - Assessing Writing
JF - Assessing Writing
IS - 2
ER -