The Effect of Portfolio Assessment on the Development of Metacognitive Awareness in EFL Learners' Translating in the Academic Context

Journal of Teaching English Lnaguage Studies

مقاله 6، دوره 5، شماره 2، اسفند 2016، صفحه 106-120   

نویسنده

tooba mardani^*

Young Researchers Club, Khorasgan Branch, Islamic Azad University, Isfahan, Iran

چکیده

A translation portfolio is a systematic collection of student's translations or reports of tasks to
represent a variety of student's achievements in the translation course over a specified period of
time. This paper aims to investigate the effect of portfolio assessment in the translating
classroom in an attempt to examine its impact on EFL learners' metacognitive awareness. To
determine the impact of portfolio assessment on the translation quality and metacognitive
awareness of EFL learners, 60 university students majoring in translation were initially selected.
After being homogenized for their proficiency level, they were randomly divided into an
experimental group (EG) and a control group (CG). As the treatment, portfolio assessment was
employed as the teaching technique for the experimental group. Data was then subjected to
different statistical procedures. The results of data analysis revealed that the participants in the
EG outperformed those in the CG with regard to the achievement in their overall translating
ability. Second, the findings showed that experimental groups’ awareness to metacognitive
strategies significantly increased after instruction. The findings of the present study have
implications for learners and teachers in the realm of TEFL in particular and education in
general. The results of the present study may have some implications for teaching of translation
to EFL learners.

کلیدواژه‌ها

Metacognitive awareness؛ portfolio assessment؛ Traditional assessment؛ Translating ability, Portfolio-based instruction

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