R ATIONALE - S TATEMENT OF THE P ROBLEM
The use of portfolios in English writing classes has gained prominence as they not only document students' achievements but also showcase the development of their skills over time According to Yang (2003), a portfolio is a compilation of students' work that reflects their effort, progress, and learning experiences Portfolios are recognized as an effective tool in language learning, playing a crucial role in lesson success However, they often receive insufficient attention, as teachers tend to opt for quicker assessment methods, focusing on individual tasks rather than comprehensive evaluations This approach can hinder students' task performance and overall results.
The process-based approach evaluates students' writing through their continuous efforts, allowing them to gradually improve their skills and the quality of their work By implementing portfolios in the classroom, the traditional model of a single draft writing task is replaced, giving students the chance to produce multiple versions of their work This iterative process fosters confidence as students refine their drafts until they are satisfied with the final product Consequently, this method not only enhances their writing abilities but also significantly boosts their motivation to engage in future writing tasks.
At Foreign Trade University, the writing course lacks effective support for a process-oriented approach, leading students to rely on a traditional one-draft, one-reader model where instructors only evaluate final submissions This method results in minimal feedback, as essays are graded using holistic rubrics and returned without constructive commentary Consequently, the quality of students' writing suffers To enhance writing skills and motivation, educators should consider implementing a portfolio system that fosters ongoing development and engagement in writing activities.
This study aims to explore the impact of writing portfolios on first-year students at Foreign Trade University, focusing on how this method enhances their writing skills and motivation By investigating students' perceptions of the portfolio approach, the research seeks to provide valuable insights into its effectiveness in developing writing abilities.
A IMS OF THE STUDY
- describe portfolio method, its roles in teaching and learning EFL writing and its theoretical bases;
- evaluate the effectiveness of portfolio on developing EFL students’ writing skill and performance and increasing their motivation.
R ESEARCH QUESTIONS
The study aims at answering the following questions:
To what extent does portfolio improve EFL students’ writing skill and performance?
How does writing portfolio increase their writing motivation?
S IGNIFICANCE OF THE RESEARCH
This study aims to provide valuable insights for English teachers and enhance the English teaching process The findings highlight the critical importance of utilizing portfolios in education Additionally, this research serves as a reliable resource for future researchers interested in exploring related topics.
S COPE OF THE STUDY
This study involves 40 first-year students at Foreign Trade University, aged 18 to 20, who are non-English majors required to complete a foundational writing course The research focuses on utilizing portfolios in the writing class to improve students' writing skills, enhance their writing performance, and boost their writing motivation.
O RGANIZATION OF THE STUDY
This study consists of three main parts:
Part A: Introduction: provides the rationale, the aims, the research questions, the significance and the scope of the study
Part B: Development: comprises three chapters:
Chapter 1, which is named “Literature review”, presents some main terminologies in the research
Chapter 2, titled "Methodology," outlines the research approach utilized in the study, detailing the participants involved, the instruments used for data collection, the procedures followed for gathering data, and the methods employed for data analysis.
Chapter 3, namely “Findings and Discussion”, describes the results of the study and discussions based on them
Part C: Conclusion: summaries the findings and give limitations and suggestions
LITERATURE REVIEW
K EY CONCEPTS
Writing as a process: Crowhurst (1988) defined the writing process as "the thinking processes that go on during writing" (cited in Saskatchewan Education,
According to Kirby (2002), the creative writing process allows authors to develop a comprehensive piece of writing through a series of well-structured stages, ensuring both organization in presentation and depth in development.
Seow (2005) sees writing process as "a private activity which comprises four main stages: planning, drafting, revising, and editing" (p 315)
In the present study, writing process refers to the four writing stages the students pass through to produce a text which are planning, drafting, revising, and editing
In this study, "writing as a product" pertains to the final writing outcome, emphasizing key productive writing skills that are essential for evaluating the end result These skills include the writing's purpose, content, organization, vocabulary, sentence structure, and mechanics.
1.1.2 Portfolio 1.1.2.1 Definition of Portfolio and Writing Portfolio
The term portfolio derives from the Latin verb “portare”, meaning to carry and the Latin noun “foglio”, meaning sheets or leaves of paper Barnard & Deyzel
A portfolio is defined as a systematic and purposeful collection of work that showcases an individual's attitude, development, and growth over time This portable tool serves as a powerful visual representation, offering evidence of self-assessment, personal reflections, and overall learning progress It provides a comprehensive overview of skills, highlighting both growth and development in a meaningful way.
According to Yang (2003), a portfolio is defined as "a compilation of students’ work that documents their effort, progress, achievement in learning, and reflections on the materials included." This study adheres to this definition, emphasizing the significance of portfolios in the learning process for skill development and advancement.
This study emphasizes the importance of writing portfolios in situating learners within real-life contexts, such as composing articles in classroom settings alongside peers The interplay of task, self, others, context, and language enhances engagement and creates diverse teaching and learning opportunities Writing portfolios encourage learners to express authenticity and individuality, foster social connections, and take charge of their intellectual development Through self-reflection, they gain insight into their strengths and weaknesses, while also cultivating critical thinking skills by evaluating the topics they research and write about.
(1991) point out, portfolios provide the students with the opportunity to reflect about learning, about the meaning of contexts and about themselves as learners
Writing portfolios enable students and teachers to evaluate strengths, weaknesses, and the overall learning journey (Paulson & Paulson, 1991) Additionally, by utilizing writing portfolios, educators can assess students' abilities, preferences, and learning styles, promoting a highly student-centered approach to teaching (Nunes, 2004).
Since the mid-1980s, portfolios have served as an alternative assessment tool that enhances teaching and learning by showcasing authentic classroom work As noted by White (1994, cited in Conard, 2001), portfolios integrate teaching, learning, and assessment, making them mutually supportive rather than relying on the artificiality of traditional tests Additionally, Aydin (2010) highlights the academic advantages of portfolio keeping in EFL writing, emphasizing its positive impact on vocabulary, grammar, knowledge, reading, research, and writing skills.
According to Hamp-Lyons and Condon (2000), effective writing portfolios are collections of students' works that showcase their diverse skills and allow for active participation in topic selection, content discussion, and self and peer evaluation These portfolios facilitate students' ability to track their progress in language and content learning The authors emphasize that a genuine writing portfolio requires reflection, distinguishing it from a mere compilation of writings This reflective approach fosters a process-oriented task design that promotes student interaction, decision-making, and critical thinking.
A showcase portfolio is a curated collection of a student's best and favorite work, chosen collaboratively by both the student and teacher This portfolio exclusively features completed projects, highlighting the outcomes of the student's learning journey.
This portfolio type is ideal for developing audio-visual artifacts such as photographs, videos, and electronic records of student work It features student reflections on the decision-making processes that guided their selection of included pieces.
The collection portfolio, often referred to as the 'working portfolio', 'documentation portfolio', or 'growth portfolio', showcases a student's growth and achievements over time It encompasses a range of work, including brainstorming activities, early drafts, and polished final submissions By including both the best and weakest pieces, this type of portfolio highlights the learning process and reflects the evolution of a student's skills and understanding.
Process - oriented portfolio The process - oriented portfolio tells the story of a student growth over time
This article outlines the learning and portfolio development process, highlighting the inclusion of early drafts, reflections, and challenges faced It emphasizes the importance of student reflection through tools such as reflection sheets, reflective journals, and think logs, which support metacognitive processing Organizing the portfolio content effectively is crucial, showcasing student work from the beginning, middle, and end of the learning journey.
A student portfolio is a curated collection of a student's best work, aimed at documenting and reflecting on their achievements rather than the processes behind them Throughout a learning period, students gather their work and select samples that showcase their highest quality efforts Typically, each sample in a product-oriented portfolio is accompanied by written self-reflections, explaining why these pieces exemplify excellence and the skills demonstrated in their creation.
In summary, both process-oriented and product-oriented portfolios are utilized across all educational levels However, process-oriented portfolios are predominantly found at the elementary level, focusing on individual growth rather than specific performance metrics Conversely, product-oriented portfolios are more prevalent at the secondary level, where older students possess the critical thinking skills needed to thoughtfully select their best work and engage in deeper self-reflection (Sweet, 1993; Epstein, 2005).
The purpose of a portfolio fundamentally shapes its type and content, with three primary objectives: demonstrating growth, showcasing current performance, or evaluating achievements (Mueller, 2006).
P REVIOUS RESEARCH
Several studies highlight the impact of portfolio assessment as an innovative instructional strategy in writing education Weiser (1992) examined Purdue University's portfolio grading system, which aims to motivate struggling writers At the semester's end, students are required to submit a portfolio comprising six to eight completed papers, including all formal assignments, peer-reviewed drafts, and initial revisions that have received instructor feedback.
In a study by Johns (1995), the value of portfolios was highlighted for first-year university students enrolled in English for Specific Purposes (ESP) literacy programs A survey conducted at San Diego State University aimed to identify the types of pedagogical texts that students in a composition program would encounter in content classrooms Through observations and interviews, researchers established entry categories, revealing that while reading requirements were easy to pinpoint, essay examinations emerged as the predominant form of pedagogical writing.
A study by Frederick and Shaw (1996) examined the prevalence of reading and language arts portfolios as an authentic assessment tool in 12 public elementary schools in southwest Alabama, involving 162 teachers The research aimed to evaluate the effectiveness of portfolios in facilitating communication among teachers, students, parents, and administrators To gather insights, the researchers developed a questionnaire to assess teachers' perspectives on the use of portfolios in their classrooms.
Aly (2000) conducted a descriptive study on the effects of portfolio assessment on freshman writing composition at Cairo University's Faculty of Education Utilizing paragraph writing, a performance checklist, and informational texts for data collection, students compiled portfolios by selecting three pieces of writing after completing course assignments Remarkably, 95% of the students finished their portfolios, indicating a positive attitude towards this assessment method The study concluded that the portfolio strategy not only enhanced students' ability to identify their writing strengths and weaknesses but also promoted their self-assessment skills.
In a quantitative study by Song and August (2002) at Kingsborough Community College, the performance of two groups of advanced ESL students in the ENG 22 composition course was compared Both groups had previously completed ENG composition 2, designed for students with below-passing scores on the writing assessment test One group was evaluated through portfolios and the writing assessment test, while the other relied solely on the test The findings revealed that students assessed by portfolio were twice as likely to advance to ENG 22 compared to those assessed only by the writing test, indicating that portfolio assessment is a more suitable evaluation method for the ESL population.
In a 2003 action research study by Anderson, Mallo, Nee, and Wear, the aim was to enhance writing skills among first and fifth graders, focusing on capitalization, punctuation, word spacing, and descriptive language The study involved 41 first graders and 69 fifth graders from an elementary school in a Midwestern suburb Journal writing and portfolios were implemented as intervention strategies, with progress monitored through surveys, checklists, rubrics, and document analysis logs Biweekly teacher-student conferences allowed for discussions on writing samples, revealing that journal writing and portfolios effectively fostered growth and improvement in students' writing and reflective skills.
In a study by Apple and Shimo (2004) focusing on students' perceptions of portfolio creation in an EFL setting in Japan, 61 students from two universities participated in an English writing course where their primary assessment method was a portfolio of self-selected work, with no tests involved The self-report questionnaire revealed that students strongly felt that constructing portfolios enhanced their compositional and expressive writing skills Additionally, the research highlighted the advantages of portfolio assessment over traditional testing methods.
Despite existing studies on "portfolio," none have explored its impact on students' writing motivation, particularly within the context of Foreign Trade University This research aims to address this gap and provide valuable insights into the relationship between portfolio use and writing motivation among students.
On the whole, chapter 1 covers the background and relevant contents of the study In chapter 2, the method used in this research would be presented.
METHODOLOGY
R ESEARCH DESIGN : Q UASI - EXPERIMENTAL
Arranging a true experimental design in school classroom research is challenging; therefore, this study utilizes a quasi-experimental design known as the "pre-test – post-test non-equivalent groups." According to Best and Khan (2006), this design effectively addresses the complexities of educational settings while allowing for meaningful comparisons between groups.
"This design is often used in classroom experiments when experimental and control groups are such naturally assembled groups as intact classes, which may be similar" (p 129)
In this study, two classes were randomly selected, with one designated as the experimental group (portfolio) and the other as the control group (non-portfolio) through a coin toss After conducting the experiment, the mean gain scores of both groups were compared and analyzed for statistical significance.
S ETTING
A study at Foreign Trade University revealed that the writing course lacks a process-oriented approach, with students required to submit essays in a traditional one-draft format Instructors primarily evaluate the final products without providing timely or constructive feedback, as essays are graded using holistic rubrics and returned without detailed commentary The main assessment method involves a timed, in-class writing test of approximately 300 words at the semester's end, emphasizing the absence of ongoing support in the writing process.
P ARTICIPANTS
Forty first-year students, aged 18 to 20, from two classes at Foreign Trade University participated in the study These non-English majors are required to complete a core foundation writing course as part of their compulsory curriculum.
To carry out the experiment, one class was randomly assigned to serve as a control group (20 students), while the other as an experimental group (20 students).
D ATA COLLECTION INSTRUMENTS
A pre-post test design involves collecting data on participants' performance levels before (pre-test) and after (post-test) an intervention This method enables researchers to assess the impact of the intervention by comparing the differences in results between the pre-test and post-test The implementation of a pre-post test design follows specific steps to ensure accurate evaluation of the intervention's effectiveness.
Figure 2.1 pre-post tests design (Retrieved from http://www.nationaltechcenter.org)
This research involved two groups that received identical writing topics and clear, concise instructions in English The instructions were designed to be easily understood and free from ambiguities, outlining the test's purpose, the allotted time for completion, and the scoring criteria.
The writing test was evaluated using a custom analytic scoring rubric developed by the researcher Students' performance was assessed based on six key criteria: purpose, content, organization, vocabulary, sentence structure, and mechanics Each criterion was rated on four performance levels, with scores assigned out of a total of sixty for each sub-writing domain.
To mitigate researcher bias, a second rater evaluated the students' papers independently Each paper received scores from both raters, and the final score was determined by averaging their assessments.
The study utilized a self-reporting questionnaire adapted from Wafa Fahed AL-Serhani to assess students' writing processes during writing tasks This questionnaire included 25 statements reflecting four key writing processes: planning, drafting, revising, and editing Responses were measured on a 3-point scale—always, sometimes, and never—assigned numerical values of 2, 1, and 0, respectively.
Self-assessment was utilized to evaluate students' writing motivation, involving personal reflection through five targeted questions These inquiries focused on students' feelings, self-improvement, reactions, and perceptions regarding their writing portfolio process.
2.4.4 Portfolio Holistic Scoring Rubric.(PHSR)
The Portfolio Holistic Scoring Rubric (PHSR) is designed to evaluate a portfolio's overall grade through ten key criteria: completeness, variety, focus, audience awareness, writing process utilization, reflection, drafting quality, writing quality, organization, and overall improvement The researcher utilizes these criteria to assess and assign marks for students' writing performance effectively.
The performance rubric is divided into six distinct score levels: 51-60 (Excellent), 41-50 (Very Good), 31-40 (Good), 21-30 (Average), 11-20 (Fair), and 0-10 (Poor), with a maximum score of sixty Each level is characterized by specific descriptors that differentiate one score from another, reflecting student performance across various criteria Comprehensive written instructions on utilizing the rubric are also provided to ensure clarity and effectiveness.
D ATA COLLECTION PROCEDURES
This study aims to enhance the understanding of writing portfolios as a motivational strategy for English language learning Data collected includes pre-test and post-test results from both a treatment group and a control group, alongside students' portfolios, self-assessments, and questionnaire responses The research highlights student reactions throughout the process and incorporates teacher reflections based on students' work and feedback, showcasing the effectiveness of writing portfolios in fostering student engagement and learning outcomes.
Before the experiment commenced, both the experimental and control groups participated in the English Writing Assessment Test as a pre-test, where they were assigned the same writing task: "How to save money."
The study, conducted over 12 weeks, involved two groups of students who received the same writing assignments from a textbook and were taught by the same instructor The control group followed a traditional teaching approach without portfolio assessment, while the experimental group utilized a portfolio assessment strategy Each student in the experimental group was given two folders: one for collecting writing assignments (collection portfolio) and another for showcasing selected returned pieces (showcase portfolio).
The process of the portfolio-based writing can be illustrated by the following diagram:
Figure 2.2 The process of the portfolio-based writing
In the portfolio assessment method, the teacher consistently reviewed students' writing assignments, offering detailed feedback without assigning grades for the first and second drafts Grading was postponed until the final versions of selected assignments were submitted The teacher focused on providing constructive suggestions for revisions and general commentary on each student's growth as a writer, fostering a supportive learning environment.
At the end of the experiment, portfolios were submitted for final assessment
Revise and write 2 nd draft
Revise and write final draft to submit the portfolio
Entries were not to be graded separately Instead, a grade was assigned for the portfolio as a whole using holistic scoring rubric
Two evaluators independently assessed student portfolios using a standardized rubric to ensure consistent grading Following their evaluations, the average of the two scores was calculated to determine a final score A calibration session was conducted where evaluators reviewed sample portfolios and discussed their ratings to reach a consensus on the interpretation of each criterion and performance level within the rubric This process fostered greater competence and consistency in the application of the grading criteria.
At the conclusion of the experiment, students were administered the English Writing post-test, which required them to compose an essay on a specified topic.
300 words on the topic “what causes happiness”
Step four – self reporting questionnaire : after finishing post-test, self-reporting questionnaire was administered to both experimental and control groups
In step five of the semester, students completed a self-assessment to reflect on their writing process This self-assessment form serves as a tool for students to evaluate their personal growth and insights gained throughout the course.
D ATA A NALYSIS
The quantitative analysis of data was conducted to assess the effect of the Portfolio Assessment Model on the students’ writing performance
Data were analyzed using SPSS software, employing descriptive statistics such as means, standard deviations, frequencies, and percentages A significance level of 0.05 was established for the statistical analysis The Pearson product-moment correlation was utilized to evaluate the linear relationship between the experimental group's portfolio scores and their English Writing Assessment Test scores, with values ranging from +1 (total positive correlation) to -1 (total negative correlation) This method is commonly used in scientific research to determine the degree of linear dependence between two variables.
Chapter 2 outlines the research methodology employed in this study, while Chapter 3 will present and discuss the findings to address the two research questions outlined in Part A.
FINDINGS AND DISCUSSION
In this chapter, we will analyze and discuss the data collected in the previous study to provide answers to each research question The methodology outlined earlier includes a detailed description and justification of participant selection, as well as the processes used for data collection and analysis.
3.1.1 Research question one: To what extent does portfolio improve EFL students’ writing performance and skill?
The portfolio group achieved higher writing scores compared to the non-portfolio group, highlighting the effectiveness of writing portfolios Furthermore, these portfolios offered participants valuable opportunities and time to practice and enhance their writing skills.
The following are two charts showing students’ result of pre-test and post-test:
Figure 3.1 Comparison between pre-test scores of both groups
Figure 3.2 Comparison between post-test scores of both groups
The average marks of students is expressed through the table below:
Table 3.1 The average mark of students
Pre-test average marks Post-test average marks
The pre-test results indicated that students in both groups were initially underperforming, with the portfolio group's average score even lower than that of the non-portfolio group However, following the research intervention, both groups showed significant improvement in their scores Notably, the portfolio group achieved a higher average mark compared to the non-portfolio group While the experimental group benefited from portfolio-based learning, the control group continued with traditional methods, resulting in only a slight increase in their scores Ultimately, the findings suggest that the use of portfolios has a positive impact on the academic performance of freshmen at Foreign Trade University.
Writing skill: The portfolio group attained significant knowledge about language through comparing the drafts, especially in vocabulary increase, grammar usage, content and idea organization
Students reported a significant increase in their vocabulary as a result of engaging in information searching, reading, and drafting They unanimously acknowledged that many previously unfamiliar words have now become integral to their vocabulary, highlighting the effectiveness of the course in enhancing their language skills.
Many students initially make grammatical mistakes in their first drafts However, after receiving feedback from peers and corrections from teachers, they are able to identify and rectify these errors in their final writing.
The analysis of three writing drafts highlights significant progress in the organization of students' writing, showcasing improvements in both appearance and structure For a detailed examination of the students' writing draft samples, please refer to Appendix 4.
The analysis of writing drafts and the final version clearly indicates significant improvement in writing skills This progress was largely driven by learners' recognition of their potential for better performance, leading them to invest greater effort in subsequent writing tasks.
The experimental group demonstrated a notable improvement in their writing processes, becoming more organized and methodical in their approach They effectively utilized key writing stages—planning, drafting, revising, and editing—resulting in a more efficient writing experience.
Based on the self-reporting questionnaire results, the researcher found that the experimental group effectively utilized the writing processes in their tasks, following a systematic approach that included planning, drafting, revising, and editing The analysis focused on four key questions related to the writing stages: preparing an outline before writing (planning), creating a draft after planning (drafting), rereading the draft for coherence (revising), and rewriting the draft post-revision (editing) The findings were illustrated in the accompanying figure.
The analysis reveals that students in the experimental group effectively engage in all stages of the writing process—planning, drafting, revising, and editing—while only a small percentage of control group students participate, often halting at the revision stage without producing a second draft Additionally, although all control group students perform self-checks, many errors remain undetected, resulting in lower writing quality In contrast, experimental group students benefit from peer reviews, which help them identify and correct both grammatical and vocabulary errors This underscores the importance of actively participating in the writing process to achieve a high-quality final product, a finding supported by Mueller (2006), who emphasizes that creating a portfolio fosters attention to the necessary learning processes that enhance writing outcomes.
The Portfolio Assessment Model enhances students' writing performance by emphasizing key processes such as planning, drafting, revising, and editing This approach provides students with extensive opportunities to develop their ideas and refine their drafts, leading to significant improvements in the quality of their writing.
3.1.2 Research question two: How does writing portfolio increase their writing motivation?
Writing motivation: Writing portfolio enhances students’ writing motivation
Students belonging to portfolio group show higher favor when writing; and they are ready to write when required
Initially, students experienced mixed emotions about creating the writing portfolio, feeling anxious due to their lack of experience However, as they progressed, their interest grew, and they reported a sense of satisfaction as they recognized their knowledge gains and skill development In the beginning, some students struggled with the fear of failure.
On the reflection sheet, student T shared that
Creating a writing portfolio is a new experience for me, and I often feel apprehensive about tackling writing tasks The repetitive nature of writing can become monotonous, making it difficult to stay engaged This mindset leads me to worry that my drafts will not meet my expectations.
However, other student expressed her happiness with what she did by the end of the process:
I put in my best effort to complete the task successfully, conducting thorough research and revising my writing draft Overcoming my fear of writing has led to this incredible achievement, and I am truly happy with the results.
Writing portfolios significantly enhance and sustain student motivation by enabling them to achieve goals and witness improvements in various writing skills As students observe tangible results, their motivation remains high Additionally, through peer reviews and teacher feedback, students can identify their strengths and weaknesses, fostering a sense of responsibility for refining and enhancing their work.
From the analysis above, it can be commented that the result of this study is consistent with some studies reported by Weiser (1992) and Song and August