The Effect Of Portfolio-based Writing Assessment On The Development Of Writing Skills Of Efl Students

Abstract

This study evaluates the effectiveness of writing portfolio assessment in EFL learners' writing skills and writing self-efficacy. The study follows a mixed-methods approach. For the implementation process, all the students in the study group attended an Academic Writing class for two hours once a week. A total of five writing portfolio tasks were assigned to the students. Students had the opportunity to observe their areas of weakness based on the feedback given through some comments on their paper. The data of the research was collected through scoring rubric, self-efficacy scale and focus-group interviewing. Results indicate that the writing scores of students gradually increased over time. There was no statistically significant difference in the levels of self-efficacy at the end of the implementation. However, based on the data from the focus group, an increase on the students’ confidence with regard to writing skills was adhered by the interviewees’ remarks. To better portray how errors are pointed out by a teacher, observation should be implemented within the classroom practice.