The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept

https://doi.org/10.36892/ijlls.v4i1.800

Authors

Keywords:

Alternative Assessment Portfolio Assessment, Summative Tests, Self-concept, Students’ Attitudes.

Abstract

Since the birth of humanistic approaches to language teaching and learning, researchers and practitioners directed special attention to various psychological factors that interfere with students’ learning. The purpose of this study is to investigate the role of portfolio-based assessment practices in enhancing students’ writing self-concept. The study further explores the students’ perceptions of portfolio assessment in relation to their writing self-concept. To achieve these objectives, the study relied on a mixed-method research design with a sample of two independent groups (classes) of high school students. One group followed portfolio-based writing assessment activities with various reflection techniques, while the other group stuck to the regular summative-based writing tests. The results indicate a statistically significant difference (p<.005) between the two groups' level of writing self-concept in favor of the portfolio assessment group. The results also reveal a gradual, though statistically non-significant, improvement in the portfolio assessment group students’ writing self-concept compared to that of the traditional assessment group. On the other hand, the majority of the participants were highly positive about portfolio assessment and its impact on their writing self-concept.

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Author Biographies

Elmostafa omarakly, ibn Zohr University

Elmostafa OMarakly is currently a high school teacher and researcher in Linguistics  and applied linguistic issues. He earned an MA in Teaching English as a Foreign Language and Information and Communication Technology from Ibn Zohr University, Agadir, Morocco in 2015. He also earned a PHD in Applied Linguistics. His fields of interests include  TEFL issues, testing & evaluation, educational technology, and Educational research.

Youssef Tamer, Université Ibn Zohr

Dr. Youssef Tamer, Associate Professor, department of English of English Studies, Ibn Zohr University, Agadir, Morocco.

Published

2022-02-02

How to Cite

omarakly, E., & Tamer, Y. (2022). The Role of Portfolio Assessment in Enhancing the Moroccan EFL Students’ Writing Self-concept. International Journal of Language and Literary Studies, 4(1), 52–65. https://doi.org/10.36892/ijlls.v4i1.800