Abstract
<p>Regarding the fundamental role of speaking in language skills, this study intended to investigate the effects of speaking portfolio as an alternative form of assessment for assessing Iranian EFL learners’ speaking ability at the intermediate and advanced proficiency levels and also its impact on their attitudes. Accordingly, from the population of 72 students studying at Kowsar Language Institute in Esfahan, a sample of 64 male and female intermediate and advanced students were randomly selected based on their scores on an OPT test and they were assigned to 4 groups: intermediate and advanced experimental groups and intermediate and advanced control groups. In order to collect the data, a pretest and a posttest as well as a questionnaire were employed. To analyze the data, an ANOVA and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability. Moreover, the result shed light on the advantages of speaking portfolios such as self-assessment, peer-feedback, and improvement of speaking skill. This study provides instructors, administrators, and test developers with alternative ways to improve and assess speaking skill through speaking portfolios.</p>
Highlights
To meet the needs of second language (L2) learners learning English, well-established assessment procedures are imperative (O’Malley & Pierce, 1996)
An analysis of variance (ANOVA) and a series of Chi-square were run in the study and the findings indicated that the experimental groups using speaking portfolios performed better than the control groups in terms of speaking ability
By considering the obtained results of the current study, there is a significant difference between speaking video portfolios and improving the intermediate and advanced EFL students’ speaking skill as students using video portfolios significantly progressed regarding speaking
Summary
To meet the needs of second language (L2) learners learning English, well-established assessment procedures are imperative (O’Malley & Pierce, 1996). Brown (1998) argues that because L2 learners bring different learning styles in the process of L2 learning, standardized tests have shifted to alternative assessment over the past two decades. He notes that this change is useful because it involves L2 learners in the assessment process. It is a collection of L2 learners’ work which is purposeful and systematic and reflects learning achievement based on the objectives of instruction
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