Abstract
This study employed a webfolio assessment system to investigate how the use of blogs within a portfolio framework in Iranian EFL reading classes which implemented Strategy-Based Instruction affects reading comprehension. For the purpose of this study, 45 advance male learners were divided into three groups. Two IELTS general reading tasks adopted from Cambridge IELTS 10 were administered as pre-test and post-test phases of the study to the experimental groups in order to find the difference in the reading comprehension of the learners prior to the treatment and then at the outset of the study. The pre- and post-tests were administered along with a Skill-Based Strategy Inventory adopted from Oxford (2001) to find the differences in using strategies before and after the treatment. Analysing the performance of three groups showed that utilising the webfolio assessment system (M = 24.30) had a significant effect on the reading comprehension of Iranian EFL learners in comparison with the paper-based portfolio assessing system (M = 21.96).
 Keywords: Computer-mediated communication, cooperative/collaborative learning, evaluation methodologies, evaluation of CALL systems, teaching/learning strategies.
Highlights
Reading comprehension strategies were used as a means to minimise the gap between what students understand and what they are supposed to understand. (Carrell, 1988; Carrel & Eisterhol, 1983;)
The two experimental groups of paper-based portfolio and webfolio, which achieved higher reading comprehension, confirmed the effective use of the reading strategies being taught in the course
Another goal of this study was trying to show the effectiveness of webfolio assessment as a tool to improve IELTS general reading comprehension among Iranian EFL learners
Summary
Reading comprehension strategies were used as a means to minimise the gap between what students understand and what they are supposed to understand. (Carrell, 1988; Carrel & Eisterhol, 1983;). Reading comprehension strategies were used as a means to minimise the gap between what students understand and what they are supposed to understand. The importance of implementing reading strategies has been found to be vital and necessary for EFL and ESL learners who seek a high level of English language and wish to be successful in academic institutions (Schunk & Rice, 1992; Sheorey & Mokhtari, 2001). The main reason for language assessment is to help teachers get information about students’ knowledge (Bailey, 2012). Traditional assessment deficiencies lie in not assessing students’ capabilities in presenting consistent reasoning, organising the pertinent information and ignoring consideration to individual growth that teachers look for in students’ assignments (Cole, Ryan, Kick & Mathies, 1999)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: New Trends and Issues Proceedings on Humanities and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
