Abstract
The present study sought to investigate the effect of portfolio assessment on idiom competence of Iranian EFL learners. For the purpose of this study, 30 students from upper-intermediate level of English proficiency took part in this study. They were chosen through convenience sampling from a language institute in Rasht, Iran. They were randomly divided into experimental and control groups. A TOEFL test and a test of idioms were given to the students to ensure their homogeneity in terms of language proficiency and knowledge of idioms, respectively. The experimental group was intended to create a portfolio and put their writing samples, in which idioms were used, in the portfolio. They were involved in the process of self-and-peer assessment. The teacher also provided them with feedback and comments. However, the control group received a kind of traditional instruction. In other words, the control group used the idioms in their writing without receiving any comments and delivered it to their teacher to be scored. The treatment lasted for 10 sessions and a post-test was administered in the end. Independent samples t-tests were used to analyze the data gathered from the pretests and the posttest. The findings indicated that there was a statistically significant difference between the two groups in terms of idioms and portfolio was found to be able to improve students’ knowledge of idioms. The results of this study have some implications for teaching and learning idioms.
Highlights
Writing is one way of communication which is very important in the modern world, whether it takes the form of paperand-pencil writing or email
In order to examine whether there was any significant difference between the two groups in terms of overall language proficiency, an independent samples t-test was carried out on the pretest scores
The purpose of this study was to investigate the effectiveness of using portfolio on learning idioms and expressions
Summary
Writing is one way of communication which is very important in the modern world, whether it takes the form of paperand-pencil writing or email. Effective writing requires knowledge of grammar, words, collocations, idioms and expressions, etc. Since idioms are the use of language in a way that is not literal, they are harder to produce and understand especially for EFL learners. 1172).” Richards and Schmidt (2002) defined portfolio as a purposeful collection of artifacts that gives some information about someone’s effort, progress and achievement. It can be used as a learning or assessment tool. Since the learners assess and reflect on the work in the portfolio, they can be aware of their progress and personal development; 4. Artifacts can take many forms such as written work, audio recording, video recording, etc
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