Effects of Portfolio-Based Assessment on Efl Students’ Conceptions and Approaches To Writing and Their Writing Performance
| dc.contributor.advisor | Assefa Zeru | |
| dc.contributor.author | Habtamu Gebrekidan | |
| dc.date.accessioned | 2025-08-23T17:37:31Z | |
| dc.date.available | 2025-08-23T17:37:31Z | |
| dc.date.issued | 2024-01-12 | |
| dc.description.abstract | ABSTRACT The main objective of this study was to examine the effects of Portfolio-Based Assessment (PBA) on EFL students’ conceptions and approaches to writing. To this end, a pre-test post-test control group quasi- experimental research design was adopted. The design embraced both quantitative and qualitative data in which the qualitative data were intended to play a complementing role within the broader quantitative design. The participants of this study were first year Natural Science Stream students at Wollo University, Dessie campus in 2022 academic year. Two sections were randomly chosen and assigned as control and experimental group by using simple lottery method. From the two groups, totally 60 students were chosen randomly to be the participants of this quasi experimental study,and four types of data collection instruments namely; conceptions of writing scale, essay writing tests, interviews and reflection sheets were designed and employed to collect pertinent data from students.Examining the context of teaching writing skills at Wollo University was also the focus of this study to confirm the relevance of the intervention from a broader perspective. Accordingly, teachers’ conceptions of teaching writing and their practices of assessment were thoroughly examined. Consequently, from 25 EFL teachers working at Dessie campus, 21 teachers having the experiences of teaching first year students were taken as sample to fill the questionnaire designed for teachers. However,16 teachers were chosen purposively forsemistructured interview.All the instruments were pilot tested, and the validity and reliability of the instruments were checkedbefore collecting data for the main study.During the intervention that stayed for 14 weeks, the students in experimental group were assessed by writing portfolios. The students in control group, however, were assessed using conventional assessment schemes, such as individual and group writing assignments, tests and in class writings. Both quantitative and qualitative data were meticulously collected and analyzed in accordance with stipulated schemes in the research methodology. Accordlngly, the quantitative data were analyzed using mean, standard deviation, one sample t-test, independent samples t-test and paired samples t-test. On the other hand, the qualitative data collected from teachers and students were analyzed using phenomenography and thematic analysisrespectively. These analysis schemes were chosen on the basis of their importance to probe into participants conceptions.As the findings revealed, the context of teaching writing was found to foster surface conceptions of teaching writing. Accordingly, teachers conceptions of teaching writing and their practices of assessment in EFL writing classes was found to promote surface conceptins of teacing writing. Additionally, the preintervention measures confirmed the existence of a problem to foster deep conceptions of writing. After the PBA intervention, significant changes in students’ conceptions of writing andwriting performances were observed between participants in experimental and control groups. The findings suggest that PBA influences EFL students’ deep and meaningful conceptions of writing by way of supporting their independent and out-of class learning endeavor. Moreover, the findings hold implications for using PBA to boost EFL students’ writing self-efficacy beliefs and concern for reflection and revision.This study suggests implications to use PBA in EFL writing classes where students are grappled with unsupported learning environment | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/7105 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.title | Effects of Portfolio-Based Assessment on Efl Students’ Conceptions and Approaches To Writing and Their Writing Performance | |
| dc.type | Thesis |
Files
Original bundle
1 - 1 of 1
No Thumbnail Available
- Name:
- Habtamu Gebrekidan Legesse (PHD Final Thesis 21.pdf
- Size:
- 9.92 MB
- Format:
- Adobe Portable Document Format
License bundle
1 - 1 of 1
No Thumbnail Available
- Name:
- license.txt
- Size:
- 1.71 KB
- Format:
- Item-specific license agreed to upon submission
- Description: