Literaturnachweis - Detailanzeige
| Autor/inn/en | Al-Hawamdeh, Basem Okleh Salameh; Hussen, Negash; Abdelrasheed, Nasser Said Gomaa |
|---|---|
| Titel | Portfolio vs. Summative Assessment: Impacts on EFL Learners' Writing Complexity, Accuracy, and Fluency (CAF); Self-Efficacy; Learning Anxiety; and Autonomy |
| Quelle | In: Language Testing in Asia, 13 (2023), Artikel 12 (29 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Al-Hawamdeh, Basem Okleh Salameh) ORCID (Hussen, Negash) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1186/s40468-023-00225-5 |
| Schlagwörter | Portfolio Assessment; Summative Evaluation; English (Second Language); Second Language Learning; Writing Skills; Self Efficacy; Anxiety; Personal Autonomy; Foreign Countries; Adults; Males; Second Language Instruction; Ethiopia |
| Abstract | Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners' writing complexity, accuracy, and fluency (CAF); learners' autonomy; learning anxiety; and self-efficacy as they have not been investigated in Ethiopia. In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. The collected data were examined using SPSS software. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners' writing CAF, autonomy, anxiety, and self-efficacy. The outcomes displayed that the experimental group and control group differed in performance. Actually, the e-portfolio assessment group outdid the summative assessment group. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Some recommendations, implications, and limitations were also listed at the end. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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