The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

This study examines the effect of portfolio assessment on Jordanian EFL tenth grade learners’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study is quasi-experimental in which an experimental group and a co...

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Autores principales:	Salameh F. Obeiah, Ruba Fahmi Bataineh
Formato:	article
Lenguaje:	CA EN ES FR
Publicado:	Universitat Autònoma de Barcelona 2016
Materias:	EFL Jordan portfolio assessment writing performance Special aspects of education LC8-6691 Language and Literature P
Acceso en línea:	https://doaj.org/article/8c475ec0ab0247bd82f8f0f98088f5b1
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spelling	oai:doaj.org-article:8c475ec0ab0247bd82f8f0f98088f5b12021-11-25T13:21:36ZThe Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance10.5565/rev/jtl3.6292013-6196https://doaj.org/article/8c475ec0ab0247bd82f8f0f98088f5b12016-01-01T00:00:00Zhttps://revistes.uab.cat/jtl3/article/view/629https://doaj.org/toc/2013-6196 This study examines the effect of portfolio assessment on Jordanian EFL tenth grade learners’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study is quasi-experimental in which an experimental group and a control group of 20 students each were purposefully drawn from tenth grade classes at the public schools for girls in the North-Eastern Badia Directorate of Education. The experimental group was instructed on how to generate ideas, structure, draft, and edit their written pieces following Hamp-Lyons and Condon’s (2000) while the control group was instructed conventionally as prescribed in the Teacher’s Book. The findings revealed that the portfolio group outperformed the conventionally instructed group (at a≤ 0.05) in their overall writing performance and in their performance on the writing sub-skills of focus, development, organization, conventions and word choice. Salameh F. ObeiahRuba Fahmi BatainehUniversitat Autònoma de BarcelonaarticleEFLJordanportfolio assessmentwriting performanceSpecial aspects of educationLC8-6691Language and LiteraturePCAENESFRBellaterra Journal of Teaching & Learning Language & Literature, Vol 9, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	CA EN ES FR
topic	EFL Jordan portfolio assessment writing performance Special aspects of education LC8-6691 Language and Literature P
spellingShingle	EFL Jordan portfolio assessment writing performance Special aspects of education LC8-6691 Language and Literature P Salameh F. Obeiah Ruba Fahmi Bataineh The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance
description	This study examines the effect of portfolio assessment on Jordanian EFL tenth grade learners’ overall writing performance and their performance on the sub-skills of focus, development, organization, conventions and word choice. The study is quasi-experimental in which an experimental group and a control group of 20 students each were purposefully drawn from tenth grade classes at the public schools for girls in the North-Eastern Badia Directorate of Education. The experimental group was instructed on how to generate ideas, structure, draft, and edit their written pieces following Hamp-Lyons and Condon’s (2000) while the control group was instructed conventionally as prescribed in the Teacher’s Book. The findings revealed that the portfolio group outperformed the conventionally instructed group (at a≤ 0.05) in their overall writing performance and in their performance on the writing sub-skills of focus, development, organization, conventions and word choice.
format	article
author	Salameh F. Obeiah Ruba Fahmi Bataineh
author_facet	Salameh F. Obeiah Ruba Fahmi Bataineh
author_sort	Salameh F. Obeiah
title	The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance
title_short	The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance
title_full	The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance
title_fullStr	The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance
title_full_unstemmed	The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance
title_sort	effect of portfolio-based assessment on jordanian efl learners’ writing performance
publisher	Universitat Autònoma de Barcelona
publishDate	2016
url	https://doaj.org/article/8c475ec0ab0247bd82f8f0f98088f5b1
work_keys_str_mv	AT salamehfobeiah theeffectofportfoliobasedassessmentonjordanianefllearnerswritingperformance AT rubafahmibataineh theeffectofportfoliobasedassessmentonjordanianefllearnerswritingperformance AT salamehfobeiah effectofportfoliobasedassessmentonjordanianefllearnerswritingperformance AT rubafahmibataineh effectofportfoliobasedassessmentonjordanianefllearnerswritingperformance
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The Effect of Portfolio-Based Assessment on Jordanian EFL Learners’ Writing Performance

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