Research Article | Open Access
Vol. 10 No. 05 (2023)
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Page No.: 7861-7875 |
https://doi.org/10.18535/ijsshi/v10i05.03
Faculty of Foreign Languages – Kien Giang University
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Nguyen Trung Cang
Cang Trung Nguyen is now a lecturer at the Faculty of Foreign Languages – Kien Giang University – Vietnam. He holds an MA in Applied Linguistics from La Trobe University – Australia and a PhD in Applied Linguistics at The University of Sheffield – UK. He worked as a teacher trainer at Kien Giang Teacher Training College – Vietnam for over ten years before moving to Kien Giang University and has worked there since 2015 as a lecturer of English.
EFL lecturer at Kien Giang University
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Nguyen Tran Thao Linh
Nguyen Tran Thao Linh (M.A.) has been working as an EFL lecturer at Kien Giang University in the Mekong Delta, Vietnam since 2015. She completed the Master’s Degree in TESOL in 2021. Her research interests include the impacts of portfolio – based assessment in writing performance as well as learners’ perception towards the implementation of portfolio – based assessment in their writing. She is concerned about alternative assessment and motivation for students’ better learning outcomes, and improving the effectiveness of English language teaching
Abstract
This experimental research investigated the impacts of portfolio - based assessment on non -English majored students’ perception and their writing performance. The participants included seventy non -English majored students at Kien Giang University, who were divided into two groups including the experimental group and the control group with and without the intervention of portfolio – based assessment in their writing. The research instrument consists of writing tests (a pre - test and a post - test) and students’ portfolio to measure students’ writing performance, the questionnaire and the interview investigated students’ perception towards the implementation of portfolio – based assessment in writing classrooms. The results of the research pointed out that the experiment group had a significant improvement on writing performance. The participants in the control group also improved their writing performance, however, their improvement was less than that of the experimental group's. Finally, the suggested pedagogical implications are hoped to contribute to the innovation of assessment method in teaching writing in the context of Kien Giang University.
Keywords:
Alternative assessment, Portfolio- based assessment, portfolio writing performance, students’ perception
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