Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy
Abstract Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners’ writing complexity, accuracy, and fluency (CAF); learners’...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-02-01
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| Series: | Language Testing in Asia |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40468-023-00225-5 |
| _version_ | 1797863889611784192 |
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| author | Basem Okleh Salameh Al-Hawamdeh Negash Hussen Nasser Said Gomaa Abdelrasheed |
| author_facet | Basem Okleh Salameh Al-Hawamdeh Negash Hussen Nasser Said Gomaa Abdelrasheed |
| author_sort | Basem Okleh Salameh Al-Hawamdeh |
| collection | DOAJ |
| description | Abstract Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners’ writing complexity, accuracy, and fluency (CAF); learners’ autonomy; learning anxiety; and self-efficacy as they have not been investigated in Ethiopia. In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. The collected data were examined using SPSS software. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners’ writing CAF, autonomy, anxiety, and self-efficacy. The outcomes displayed that the experimental group and control group differed in performance. Actually, the e-portfolio assessment group outdid the summative assessment group. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Some recommendations, implications, and limitations were also listed at the end. |
| first_indexed | 2024-04-09T22:42:54Z |
| format | Article |
| id | doaj.art-ae61e75fdfd8407abd46e2740a49a4d2 |
| institution | Directory Open Access Journal |
| issn | 2229-0443 |
| language | English |
| last_indexed | 2024-04-09T22:42:54Z |
| publishDate | 2023-02-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj.art-ae61e75fdfd8407abd46e2740a49a4d22023-03-22T12:02:43ZengSpringerOpenLanguage Testing in Asia2229-04432023-02-0113112910.1186/s40468-023-00225-5Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomyBasem Okleh Salameh Al-Hawamdeh0Negash Hussen1Nasser Said Gomaa Abdelrasheed2Department of English, College of Sciences and Humanities in Alkharj, Prince Sattam bin Abdulaziz UniversityAddis Ababa UniversityEducation Department, Dhofar UniversityAbstract Due to the benefits of e-portfolio assessment and summative assessment in Ethiopia and a dearth of research, this study attempted to contrast e-portfolio assessment and summative assessment use in developing Ethiopian EFL learners’ writing complexity, accuracy, and fluency (CAF); learners’ autonomy; learning anxiety; and self-efficacy as they have not been investigated in Ethiopia. In order to accomplish these goals, 60 Ethiopian intermediate EFL students were selected according to their OQPT performance. E-portfolio served as the experimental group (EG), and summative functioned as the control group (CG). Writing CAF, self-efficacy, autonomy, and anxiety pretests were administered to both groups. Then, groups received different treatments. Writing CAF, self-efficacy, autonomy, and anxiety posttests were then given to the groups after the instruction period of 21 sessions. The collected data were examined using SPSS software. Then, independent samples t-tests and paired samples t-tests were run to assess the effects of the assessments on the learners’ writing CAF, autonomy, anxiety, and self-efficacy. The outcomes displayed that the experimental group and control group differed in performance. Actually, the e-portfolio assessment group outdid the summative assessment group. The e-portfolio assessment was found to be a more useful method for fostering learner autonomy, self-efficacy, and the writing CAF in EFL learners than summative assessment. Some recommendations, implications, and limitations were also listed at the end.https://doi.org/10.1186/s40468-023-00225-5AssessmentE-Portfolio AssessmentSummative assessmentWriting CAFLearner autonomySelf-efficacy |
| spellingShingle | Basem Okleh Salameh Al-Hawamdeh Negash Hussen Nasser Said Gomaa Abdelrasheed Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy Language Testing in Asia Assessment E-Portfolio Assessment Summative assessment Writing CAF Learner autonomy Self-efficacy |
| title | Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy |
| title_full | Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy |
| title_fullStr | Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy |
| title_full_unstemmed | Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy |
| title_short | Portfolio vs. summative assessment: impacts on EFL learners’ writing complexity, accuracy, and fluency (CAF); self-efficacy; learning anxiety; and autonomy |
| title_sort | portfolio vs summative assessment impacts on efl learners writing complexity accuracy and fluency caf self efficacy learning anxiety and autonomy |
| topic | Assessment E-Portfolio Assessment Summative assessment Writing CAF Learner autonomy Self-efficacy |
| url | https://doi.org/10.1186/s40468-023-00225-5 |
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