NGHIÊN CỨU VỀ TÍNH THỰC TIỄN CỦA HỒ SƠ BÀI VIẾT DÀNH CHO SINH VIÊN NĂM 2, TỔ CHẤT LƯỢNG CAO, KHOA TIẾNG ANH SƯ PHẠM, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI

Authenticity is one of the important qualities making portfolios a powerful method of writing assessment. As one of the pioneers in foreign language education, FastTrack division at FELTE, ULIS (University of Languages and International Study) has made attempt to improve writing assessment standard by including portfolios in the writing courses. To meet the goal of this activity, it is, therefore, necessary that authenticity goes hand in hand with such method. Nevertheless, that how the quality is evaluated is unspecified. To tackle this problem, the present study aims at building a framework for authentic writing portfolios, then applying that framework to investigate the authenticity of the writing portfolios for the second year fasttrack students at ULIS, VNU. Four phases with three qualitative methods were employed for wellrounded results. The findings indicated that the framework for authentic writing portfolios should include five main dimensions: Tasks, goals, context, assessment criteria, and roles of assessors. With regard to the writing portfolios for the second year fasttrack students at ULIS, VNU, the authenticity was demonstrated to a certain extent, yet some improvements were still needed. The study hopefully will benefit researchers and teachers who are interested in the same topic. Key Words: Language assessment, authenticity, writing competence, and writing portfolios.

VIETNAM NATIONAL UNIVERSITY, HANOI University of Languages and International Studies FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER AN INVESTIGATION INTO THE AUTHENTICITY OF THE WRITING PORTFOLIOS FOR THE 2ND YEAR FAST-TRACK STUDENTS IN THE SECOND SEMESTER AT FELTE, ULIS, VNU Supervisor: Duong Thu Mai, PhD Student: Nguyen Dieu Hong Course: QH2010.F1.E2 Ha Noi, May 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH SƯ PHẠM KHỐ LUẬN TỐT NGHIỆP NGHIÊN CỨU VỀ TÍNH THỰC TIỄN CỦA HỒ SƠ BÀI VIẾT DÀNH CHO SINH VIÊN NĂM 2, TỔ CHẤT LƯỢNG CAO, KHOA TIẾNG ANH SƯ PHẠM, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Tiến sĩ Dương Thu Mai Sinh viên: Nguyễn Diệu Hồng Khoá: QH2010.F1.E2 HÀ NỘI – THÁNG NĂM 2014 ACCEPTANCE I hereby state that I: Nguyen Dieu Hong, QH2010.E2, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature May, 2014 i ACKNOWLEDGEMENTS To complete this graduation paper, I would like to express my gratitude to: • My supervisor, Dr Duong Thu Mai as I have always been and will always be thankful to her I highly appreciate her for the constant, unfailing support during my study While providing me with critical, constructive comments she has respected my autonomy in the way I chose the topic Although rarely did I receive her words of encouragement she has always been there for me at the worst moments of my research journey • Mrs Dinh Hai Yen, who provided me with endless support during my data collection process • Mr Nguyen Chi Duc for his helpfulness, kindness and inspiration • All of my participants who have always been the decisive factors in the completion of this paper • My parents for their unconditional love and support • My younger brother and my best friends, who have always stood by my side, believed in me and raised me up whenever I lost faith in myself Without all their support and cooperation, this thesis would not have been possible i ABSTRACT Authenticity is one of the important qualities making portfolios a powerful method of writing assessment As one of the pioneers in foreign language education, Fast-Track division at FELTE, ULIS (University of Languages and International Study) has made attempt to improve writing assessment standard by including portfolios in the writing courses To meet the goal of this activity, it is, therefore, necessary that authenticity goes hand in hand with such method Nevertheless, that how the quality is evaluated is unspecified To tackle this problem, the present study aims at building a framework for authentic writing portfolios, then applying that framework to investigate the authenticity of the writing portfolios for the second- year fast-track students at ULIS, VNU Four phases with three qualitative methods were employed for well-rounded results The findings indicated that the framework for authentic writing portfolios should include five main dimensions: Tasks, goals, context, assessment criteria, and roles of assessors With regard to the writing portfolios for the second- year fast-track students at ULIS, VNU, the authenticity was demonstrated to a certain extent, yet some improvements were still needed The study hopefully will benefit researchers and teachers who are interested in the same topic Key Words: Language assessment, authenticity, writing competence, and writing portfolios ii TABLE OF CONTENTS CHAPTER 1: INTRODUCTION .1 CHAPTER 2: LANGUAGE ASSESSMENT, AUTHENTICITY AND WRITING PORTFOLIO .7 CHAPTER 3: RESEARCH METHODOLOGY .35 4.1 FINDINGS FROM DOCUMENT ANALYSIS 49 CHAPTER 5: DISCUSSION 76 CHAPTER 6: CONCLUSION 85 APPENDICES 87 REFERENCES 126 LISTS OF TABLES, FIGURES AND ABBREVIATIONS TABLES PAGE Table Task characteristic (Bachman & Palmer, 1996) 88 Table Authenticity in writing portfolios 51 FIGURES PAGE Figure 1: Measurement, tests and evaluation (Bachman, 1990) Figure 2: Authenticity (Bachman& Palmer, 1996) 12 iii Figure 3: Five-dimensional framework for authentic assessment (Gulikers, Bastiaens & Kirschner, 2004) Figure 4: Research procedure 89 35 Figure 5: Classification of authentic tasks (Brown & Menasche, 2005) 56 Figure 6: A framework for analyzing communicative tasks (Nunan, 1989) 76 Figure 7: Authenticity in Writing Portfolios ABBREVIATIONS EFL : English as a Foreign Language ESL : English as a Second Language FELTE : Faculty of English Language Teacher Education VNU : Vietnam National University ULIS : University of Languages and International Studies iv 77 CHAPTER 1: INTRODUCTION 1.1 STATEMENT OF RESEARCH PROBLEM AND RATIONALE FOR THE STUDY With numerous conflicting theories concerning writing, writing assessment has undergone immense changes throughout centuries In the past, writing was taught based on product-oriented approach in which “students are encouraged to mimic a model text, usually is presented and analyzed at an early stage” (Gabrielatos, 2002, p.5) Consequently, timed testing seemed to be an appropriate method to assess students’ writing capacity Then, the notion that writing is a process was introduced Kroll (2001) has defined this view as follows: The “process approach” serves today as an umbrella term for many types of writing courses What the term captures is the fact that student writers engage in their writing tasks through a cyclical approach rather than a single-shot approach They are not expected to produce and submit complete and polished responses to their writing assignments without going through stages of drafting and receiving feedback on their draft, be it from peers and/or from the teacher, followed by revision of their evolving texts (p 220) In other words, the progress of brainstorming ideas, drafting, reviewing and editing are essential in writing Consequently, it is more difficult to assess EFL students’ writing abilities than native speakers’ in timed writing assessment (John, 1991) Conforming to this point, Song and August (2002) point out that a set time during a writing test does affect test takers’ simultaneous concentration on L2 writing needed skills and culturally related issues in the process of writing From this perspective, traditional timed testing seemed to be inadequate in writing assessment The need for a supplementary assessment method leads to the born of writing portfolios While standardized tests are incapable of reflecting a complete picture of students’ needs and learning, writing portfolios are proved to be very useful Hamp-Lyons and Condon (2000) hold that “portfolio provide a broader measure of what students can do, and because they replace the timed writing context, which has long been claimed to be particularly discriminatory against nonnative writers” (p 61) In addition, by applying portfolios, the student-centered concept of teaching will take priority over the traditional one (Lee, 2000) Due to the crucial role of portfolios in teaching and learning writing, it is hardly surprising that many research topics have been conducted surrounding these assessment method Some concentrate on the relationship between writing portfolios and learners “The Effects of portfolio assessment on Writing of EFL Students” (Netzakatgoo, 2010) is a salient example The findings of that study are used to determine the effect of portfolio assessment on the final examination scores of EFL students respecting writing skill Others, for instance “A qualitative research on Portfolio Keeping in English as a Foreign Language Writing” (Aydin, 2010), tend to deepen into the contributions of portfolios to the language development of a specific group like pre-service teachers or Korean ESL students The qualities of portfolios also receive much concern To illustrate, Hamp-Lyons & Condon (2000) believe that in writing portfolios both, reliability and validity are necessary and must be taken into consideration Therefore, substantial studies have been carried out in this aspect, for example, Joan, Maryl and Eva (2010) As mentioned above, a wide variety of topics regarding writing portfolios have been chosen, but there are still some gaps It is held by some researchers that portfolio assessment is one form of authentic assessment (Hart, 1994) However, Arter and Spandel (1992) point out one of the problems arising when using portfolios as assessment devices is the possibility of lacking authenticity Although there are controversial opinions surrounding this quality, little attention has been paid to it In the Vietnamese context, the term “authenticity” of language assessment in general and portfolios in particular is still new to a large number of teachers and learners Even at ULIS, VNU (Vietnam National University, University of Languages and International Studyies) where EFL students need to build writing portfolios in English every year, hardly could readers find any official studies about the authenticity of such assessment method It is, hence, necessary to produce more research on that field Additionally, in the current semester (semester 2, 20132014), the 2nd year fast-track students at FELTE, ULIS, VNU has experienced a new type of writing portfolios of which course designers have high expectations Owing to the fact that authenticity was of essence in writing portfolios (Estrem, 2004), evaluating the authenticity of those portfolios might offer some contributions to the development of the writing course All of the above mentioned reasons have led to researcher’s decision on conducting a study entitled: “An investigation into the authenticity of the writing portfolios for the 2nd year Fast-track students in the second semester at FELTE, ULIS, VNU” 1.2 AIMS AND OBJECTIVES OF THE STUDY This study aimed at building a framework to evaluate authenticity in writing portfolios and then investigating the authenticity of the writing portfolios for the second- year fast-track students at ULIS, VNU based on that framework Thus, the research focuses on two questions: - What aspects of the authenticity need to be demonstrated in writing portfolios? - From the teacher perspective, which aspects of authenticity are demonstrated in the writing portfolios for the 2nd year Fast-Track students in the second semester at FELTE, ULIS, VNU? 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Thousand Oaks, CA: Sage 139 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH SƯ PHẠM KHOÁ LUẬN TỐT NGHIỆP NGHIÊN CỨU VỀ TÍNH THỰC TIỄN CỦA HỒ SƠ BÀI VIẾT DÀNH CHO SINH VIÊN NĂM 2, TỔ CHẤT LƯỢNG CAO, KHOA. .. LƯỢNG CAO, KHOA TIẾNG ANH SƯ PHẠM, ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Tiến sĩ Dương Thu Mai Sinh viên: Nguyễn Diệu Hồng Khoá: QH2010.F1.E2 HÀ NỘI – THÁNG NĂM 2014 ACCEPTANCE... collection of the writer’s own work over a period of time, usually a semester or school year” (p 29) Additionally, Yancey (19 92, cited in Park, n.d) points out: 19 A portfolio is a collection of work,