THE EFFECTS OF PORTFOLIOS ON DEVELOPING STUDENTS’ WRITING ABILITY

Abstract

This study aimed to look into the effects of portfolios in developing writing skills among students who major in tourism at a university in Ho Chi Minh City. The study was conducted on fifty third-year students. Random assignment of participants to an experimental or control group of twenty-five students each. For fulfilling the objective, a quasi-experimental research design was utilized. Both groups were given a pre-test to determine their writing performance and sub-skills of focus, elaboration, organization, vocabulary, and mechanics before the treatment. Throughout the study, the experimental group was instructed with portfolio assessment, whereas the control group was trained in the conventional method. After receiving the treatment, students in the experimental group were also required to complete a survey regarding the effectiveness of using portfolios to improve writing skills in English classes. The attitude survey data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. Other data were gathered through semi-structured interviews with learners who are representative students at different levels. The results of student questionnaires and student interview data showed that most students had positive attitudes regarding using portfolios to improve their writing skills in English classes. They all believe portfolios could help develop their writing ability. Though the limitation is unavoidable, the study is expected to benefit teachers, students, and researchers of the related studies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0757/a.php" alt="Hit counter" /></p>