Two Portfolio Systems: EFL Students' Perceptions of Writing Ability, Text Improvement, and Feedback

Autor/in	Lam, Ricky
Titel	Two Portfolio Systems: EFL Students' Perceptions of Writing Ability, Text Improvement, and Feedback
Quelle	In: Assessing Writing, 18 (2013) 2, S.132-153 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1075-2935
DOI	10.1016/j.asw.2012.10.003
Schlagwörter	Portfolios (Background Materials); Student Attitudes; Portfolio Assessment; Foreign Countries; Feedback (Response); Semi Structured Interviews; Writing Ability; Writing Improvement; Student Journals; Case Studies; Academic Discourse; English (Second Language); Second Language Learning; Metacognition; Hong Kong + Suchen Sie Ihr Suchwort? Schülerverhalten; Portfoliobeurteilung; Ausland; Schreibkompetenz; Studentenzeitung; Case study; Fallstudie; Case Study; Discourse; Diskurs; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Hongkong
Abstract	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. (Contains 10 figures and 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10