The impact of portfolio on EFL learners’ metacognition and writing performance
| Autor: | Farnaz Avarzamani, Majid Farahian |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
English as a foreign language
Metacognition feedback portfolios Education Formative assessment metacognitive writing questionnaire English second language Mathematics education portfolio assessment L7-991 Reflection (computer graphics) Peer evaluation 060201 languages & linguistics 05 social sciences 050301 education Education (General) 06 humanities and the arts EFL writing Writing skills 0602 languages and literature Portfolio Psychology metacognition 0503 education reflection |
| Zdroj: | Cogent Education, Vol 5, Iss 1 (2018) |
| ISSN: | 2331-186X |
| DOI: | 10.1080/2331186x.2018.1450918 |
| Popis: | The present study seeks to investigate the role of portfolios in EFL (English as a Foreign Language) writers’ metacognition as well as their writing skill. Therefore, the participants were assigned to two groups (experimental and control). The students in both groups received a writing test, a researcher-made Metacognitive Writing Questionnaire (MWQ), and a students’ attitude questionnaire for pre- and post-test. The experiment group was provided with specific guidelines and reflection sheets. The results indicated that portfolios significantly contribute to empowering both the metacognition and writing proficiency of EFL learners. As to the learners’ attitudes toward EFL writing assessment, it was generally revealed that portfolio students have a positive view of formative assessment, and teacher/peer feedback. The study suggests that not only can portfolios be used as assessing tools, but also they are indirect means of introducing self-reflection into writing courses. |
| Databáze: | OpenAIRE |
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