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The aim of the present quasi-experimental study is to investigate the effect of dialogue journal assessment and portfolio assessment on Iranian EFL learners’ writing performance. To do this, 90 intermediate EFL students from 150 students in Omid –Mofid English Language institute in Khoy were non-randomly chosen. They were male and female (58 females and 32 males) and their age range is between 20-32. Then they were randomly divided into three groups of 30: a control group receiving only the routine instruction, and two experimental groups receiving portfolio and dialogue journal, respectively. Topic based paragraph writing as pretest and posttest were given to the participants of three groups to detect their writing ability at the beginning and at end of study. The result of the study showed that portfolio assessment group, the dialogue journal group and the control group performed significantly different on the post test. Students in portfolio assessment group outperformed than the student in dialogue journal group and performance of dialogue journal group was better than control group in their writing performance. Finally, some implications are provided for EFL teachers, learners, and syllabus designers.

A Comparative Study of the Effect of Portfolio and Dialogue Journal Assessment on Iranian EFL Learners' Writing Performance