The impact of portfolio on EFL learners’ metacognition and writing performance
The present study seeks to investigate the role of portfolios in EFL (English as a Foreign Language) writers’ metacognition as well as their writing skill. Therefore, the participants were assigned to two groups (experimental and control). The students in both groups received a writing test, a resea...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2018-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2018.1450918 |
| _version_ | 1827885963553013760 |
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| author | Majid Farahian Farnaz Avarzamani |
| author_facet | Majid Farahian Farnaz Avarzamani |
| author_sort | Majid Farahian |
| collection | DOAJ |
| description | The present study seeks to investigate the role of portfolios in EFL (English as a Foreign Language) writers’ metacognition as well as their writing skill. Therefore, the participants were assigned to two groups (experimental and control). The students in both groups received a writing test, a researcher-made Metacognitive Writing Questionnaire (MWQ), and a students’ attitude questionnaire for pre- and post-test. The experiment group was provided with specific guidelines and reflection sheets. The results indicated that portfolios significantly contribute to empowering both the metacognition and writing proficiency of EFL learners. As to the learners’ attitudes toward EFL writing assessment, it was generally revealed that portfolio students have a positive view of formative assessment, and teacher/peer feedback. The study suggests that not only can portfolios be used as assessing tools, but also they are indirect means of introducing self-reflection into writing courses. |
| first_indexed | 2024-03-12T19:55:05Z |
| format | Article |
| id | doaj.art-49ef9c29211f40d3826e20cd0c7e2157 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T19:55:05Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-49ef9c29211f40d3826e20cd0c7e21572023-08-02T02:50:15ZengTaylor & Francis GroupCogent Education2331-186X2018-01-015110.1080/2331186X.2018.14509181450918The impact of portfolio on EFL learners’ metacognition and writing performanceMajid Farahian0Farnaz Avarzamani1College of Literature and Humanities, Kermanshah Branch, Islamic Azad UniversityCollege of Literature and Humanities, Kermanshah Branch, Islamic Azad UniversityThe present study seeks to investigate the role of portfolios in EFL (English as a Foreign Language) writers’ metacognition as well as their writing skill. Therefore, the participants were assigned to two groups (experimental and control). The students in both groups received a writing test, a researcher-made Metacognitive Writing Questionnaire (MWQ), and a students’ attitude questionnaire for pre- and post-test. The experiment group was provided with specific guidelines and reflection sheets. The results indicated that portfolios significantly contribute to empowering both the metacognition and writing proficiency of EFL learners. As to the learners’ attitudes toward EFL writing assessment, it was generally revealed that portfolio students have a positive view of formative assessment, and teacher/peer feedback. The study suggests that not only can portfolios be used as assessing tools, but also they are indirect means of introducing self-reflection into writing courses.http://dx.doi.org/10.1080/2331186X.2018.1450918portfolio assessmentefl writingmetacognitive writing questionnairefeedbackreflection |
| spellingShingle | Majid Farahian Farnaz Avarzamani The impact of portfolio on EFL learners’ metacognition and writing performance Cogent Education portfolio assessment efl writing metacognitive writing questionnaire feedback reflection |
| title | The impact of portfolio on EFL learners’ metacognition and writing performance |
| title_full | The impact of portfolio on EFL learners’ metacognition and writing performance |
| title_fullStr | The impact of portfolio on EFL learners’ metacognition and writing performance |
| title_full_unstemmed | The impact of portfolio on EFL learners’ metacognition and writing performance |
| title_short | The impact of portfolio on EFL learners’ metacognition and writing performance |
| title_sort | impact of portfolio on efl learners metacognition and writing performance |
| topic | portfolio assessment efl writing metacognitive writing questionnaire feedback reflection |
| url | http://dx.doi.org/10.1080/2331186X.2018.1450918 |
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