Improving Grammar and Writing Skills of Iranian EFL Learners Through Portfolio Assessment

Keyvanfar Arshya, Madh Mahshid, Sepideh Tahami, Gholam Reza Parvizi


This study was conducted to investigate the effect of portfolio as a kind of alternative assessment on grammar knowledge and writing skill of Iranian EFL learners at the intermediate level. Based on convenience sampling, 32 adult Iranian IELTS students attended in an intensive preparation course of English in two consecutive terms twice a week for 90 minutes over 5 weeks. It is necessary to mention that basic elements of an acceptable writing were presented in both control and experimental groups to make students aware of the fundamental requirements of writing. The results through ANCOVA revealed that all the null hypotheses of the study, except one, were rejected and significant differences were found between the average performance of the two portfolio and the non-portfolio groups in grammar, IELTS and PET and finally PET writing. However, no difference was found between the average performance of the two portfolio and the non-portfolio groups in IELTS. It was hence concluded that the use of portfolio can significantly improve grammar knowledge, general proficiency and to a lesser extent the writing skill of Iranian EFL learners at the intermediate level. Moreover, parallel to portfolio application, students achieved authenticity, sense of responsibility and ownership. Self-assessment and peer-assessment, which were experienced by highly motivated learners, lead to a student-centered classroom in a process-oriented approach.


Alternative assessment; Grammatical knowledge; Portfolio; Writing skill

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