An Investigation into the Effect of Portfolio Assessment on Iranian High/Low Self- Regulated EFL Learners’ Vocabulary Knowledge at Pre-Intermediate Level

Journal of Teaching English Lnaguage Studies

مقاله 7، دوره 7، شماره 3، خرداد 2019، صفحه 124-141   

نوع مقاله: Original Article

نویسندگان

Davood Mashhadi Heidar^* ؛ Farzane Sodagari

Islamic Azad University of Tonekabon

چکیده

Vocabulary knowledge is one of the most important parts of second language acquisition. This
study tried to investigate the effect of portfolio assessment on Iranian high/low self-regulated
EFL learners’ vocabulary knowledge at pre-intermediate level. To carry out this study, 90 female
learners aged between 16-22 were chosen from Tabarestan language school located in Noshahr,
Iran. They took OPT test (Oxford Proficiency Test) and after giving the self-regulation
questionnaire 60 of them were selected as the main participants of the study. They arranged in
two classes, one class consisted of 33 high self-regulated learners and the other class consisted of
27 low self-regulated learners. The participants in each class were randomly assigned to
experimental and control group. The pretest was administered to measure participants’
vocabulary knowledge. The experimental group received treatment. Both control and
experimental groups attended 7 sessions with the same instructional material. The control group
received the traditional assessment while the experimental group received portfolio assessment,
i.e., they were asked to provide a folder of writing tasks as portfolio, with providing feedback by
teacher. At the end of the course, the posttest was administered. The findings showed that there
was a significant difference between the performance of the experimental group who had the
portfolio assessment and the control group who received traditional assessment. Also the results
revealed that there was no significant difference between the high and low self-regulated EFL
learners’ vocabulary knowledge.

کلیدواژه‌ها

Vocabulary Knowledge؛ portfolio assessment؛ Self-regulation

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