قراءات
Volume 14, Numéro 1, Pages 991-1006
2022-12-15

The Effects Of Portfolio Assessment On English As A Foreign Language Students’ Paragraph Writing At Biskra Universityy



Authors : Djouama Houda . Chelli Saliha .

Abstract

Abstract: Most EFL learners encounter many problems when writing. This mixed- methods research aimed to investigate the effects of self-assessment through the use of portfolio on developing second-year EFL students’ paragraph writing in terms of language use at Biskra University. To achieve this goal, data were collected through a pre-questionnaire, a pre and posttests in addition to a post interview. The results revealed the significant effect of the treatment based on the value of the t-test with a significant value which is less than p-value (0.05). Moreover, the qualitative findings supported the results obtained from the experiment. This strategy proved not only to be successful in developing English as a foreign language (EFL) students’ paragraph, but it develops their self-efficacy, cognitive and meta-cognitive skills as well. Résumé: La plupart des apprenants EFL rencontrent de nombreux problèmes lorsqu'ils écrivent. Cette recherche à méthode mixtes vise à examiner les effets d’auto-évaluation par portfolio sur le développement de la rédaction de paragraphe des apprenants EFL en fonction de l’usage linguistique à l’Université de Biskra. Pour cela, nous avons fait appel à un pré-questionnaire, pré et post-tests et une post-interview. Les résultats ont montrés qu’un effet significatif du traitement fondé de la valeur du t-test ( 5.180 ) d’une valeur significative ( 0.000) laquelle inferieur de p-value (0.05). les résultats qualitatifs renforcèrent les résultats obtenus. Cette stratégie est effective non seulement pour développer le paragraphe des apprenants EFL ainsi elle développe leurs auto-efficacité, cognitive et compétences métacognitive.

Keywords

EFL Learners ; Portfolio ; Self-assessment ; Writing

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