Open AccessThe Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept
Author(s) -
Elmostafa Omarakly,
Youssef Tamer
Publication year - 2022
Publication title -
international journal of language and literary studies
Language(s) - English
Resource type - Journals
eISSN - 2704-7156
pISSN - 2704-5528
DOI - 10.36892/ijlls.v4i1.800
Subject(s) - portfolio , summative assessment , self assessment , writing assessment , mathematics education , psychology , medical education , pedagogy , formative assessment , medicine , financial economics , economics
Since the birth of humanistic approaches to language teaching and learning, researchers and practitioners directed special attention to various psychological factors that interfere with students’ learning. The purpose of this study is to investigate the role of portfolio-based assessment practices in enhancing students’ writing self-concept. The study further explores the students’ perceptions of portfolio assessment in relation to their writing self-concept. To achieve these objectives, the study relied on a mixed-method research design with a sample of two independent groups (classes) of high school students. One group followed portfolio-based writing assessment activities with various reflection techniques, while the other group stuck to the regular summative-based writing tests. The results indicate a statistically significant difference (p<.005) between the two groups' level of writing self-concept in favor of the portfolio assessment group. The results also reveal a gradual, though statistically non-significant, improvement in the portfolio assessment group students’ writing self-concept compared to that of the traditional assessment group. On the other hand, the majority of the participants were highly positive about portfolio assessment and its impact on their writing self-concept.