Boudjelal Ghadir (2023) Improving the Learner\'s Writing Performances through the Formative Assessment of Teaching Based Practices Case of Second Year LMD Students of English Language at Mohamed-Cherif Messaadia University of Souk-Ahras Dissertation Submitted to the Department of English in Partial Fulfilment of the Requirements of Master’s Degree in EFL Didactics. University of Souk Ahras
Scientific Publications
Important: This page is frozen. New documents are now available in the digital repository DSpace
Abstract
In educational settings, students’ writing skills have traditionally been assessed by the teacher. Nowadays, with developments in teaching and learning foreign languages, the assessment methods and techniques are developed. In the light of this development, portfolio is considered as a potential method and technique in enhancing students’ writing skill and training both teachers and students on portfolio assessment has gained a great importance. Moreover, this study aimed at improving the learner’s writing performances through the formative assessment of teaching based practices through the use of the portfolio as a teaching method in EFL. Students’ engagement into portfolio assessment realized by adopting different formative assessment techniques in writing .For this purpose, our study was based on the experimental method or design to treat research problem, and the effect of portfolio as a teaching method was studied on second year EFL students writing skill. The participants of this study were twenty three in number divided equally into two groups. The first group was considered as the experimental group, who engaged in portfolio assessment for one month, whereas the control group depended on teacher assessment in assessing their writing skills, i.e. they did not experience the aforementioned technique. The research hypothesis stated that Portfolio as a teaching method in the formative assessment of teaching based practices may play an effective role to enhance the learner’s writing performances. To collect data, we opted for the use of experiment, includes (pre-test, three treatment sessions, and post-test) The participants were pretested at the beginning of the experiment to diagnose their writing level. At the end of the experiment, students were tested again to gauge improvement in students’ writing after applying the portfolio assessment techniques. Finally, the findings obtained from the experiment validated our research hypothesis.
Information
| Item Type | Master |
|---|---|
| Divisions | |
| ePrint ID | 4578 |
| Date Deposited | 2023-11-21 |
| Further Information | Google Scholar |
| URI | https://univ-soukahras.dz/en/publication/article/4578 |