چکیده:
The main purpose of this study was to investigate the impact of
portfolios and conferencing techniques on Iranian EFL learners' writing skill.
The experiment involved Iranian intermediate students that were randomly
assigned to two experimental groups and one control group. The participants
of the first experimental group were asked to provide portfolios of their 4
paragraphs during the course and after each paragraph they were supposed to
assess themselves and answer a self-assessment checklist (they were supposed
to write four paragraphs during the course). The participants in the second
experimental group were asked to take part in four whole class and two
individual conferences after writing each paragraph. The participants of
control group based on the traditional approach just received their scoured
writings without any oral and written feedback by the teacher. The result of
the study showed that there was significant difference between performance of
the two experimental groups and that of the control group on the post test. No
significant difference was found between the performance of the two experimental
groups after implementing portfolios and conferencing techniques
خلاصه ماشینی:
"A student in TEFL at Semnan University Abstract The main purpose of this study was to investigate the impact of portfolios and conferencing techniques on Iranian EFL learners' writing skill.
To enlighten the views of interested teachers, it can be a good to analyze the effect of portfolios and conferencing, on writing improvement of students which usually EFL students are weak at and to compare the results of their final exam with those of students who have been taught in a traditional class.
Next session after the pre test the teacher explained to the students how they were going to collect all the four writings in a folder during the course, she also explained the self assessment check list (Appendix B) and told them how they were going to check themselves and score their own paragraph.
Results In order to investigate the impact of portfolios and conferencing on writing skill of the participants through the performance of the control group and experimental groups, the participants were required to take the same test twice as the pre test and post test of the study.
No significant difference was found between the performance of the two experimental groups after implementing portfolios and conferencing techniques In the experimental groups students receive feedback from their teachers while in the control group students just receive a score that do not help them to improve their own writing, it is not enough to help them to know about their weaknesses and strengths."