Enhancing Writing Performance of Iranian EFL Learners through Portfolio-Based Instruction

Abstract

In order to illuminate the effectiveness of alternative assessment in second language (L2) writing, the purpose of this study was set to investigate the impact of portfolio-based instruction on L2 writing performance of Iranian English as a Foreign Language (EFL) learners. In so doing, a sample of 46 Iranian EFL learners who were the students of two intact classes in an Iranian language center participated in the present study. The two classes were randomly assigned to an experimental group (N = 22) and a control group (N = 24). The experimental group was taught through portfolio-based writing instruction while the control group received the traditional writing instruction. The data were collected through two timed-writing tasks given as the pre-test (before the treatment) and post-test (after the treatment) of the study. The results indicated that the students of the experimental group outperformed those of control group in L2 writing performance, suggesting that portfolio-based writing instruction significantly contributed to enhancing the writing performance of the participants. The findings of the study offer some practical implications for L2 writing teachers and learners.

Keywords

• portfolio assessment
• alternative assessment
• writing performance
• second language