خلاصه ماشینی:
"Promoting EFL Learners’ Academic Motivation and Reading Comprehension via Portfolio Development of Concept Maps Mehdi Nowruzi Khiabani Zohreh Nafissi Abstract Keywords: Introduction Prior to the 1980s, models of education were inclined towards the knowledge transmission-absorption paradigm.
In order to verify the above hypotheses, a quasi-experimental design in the form of a pretest [treatment] posttest control group was adopted investigating the effect of portfolio development on adult EFL learners' reading comprehension and motivation.
In the experimental group, after each unit of reading was discussed and completed in class, students had to find out the main idea and most important points of each lesson and draw a concept map for it at home, since as Yancey (2002) 67 maintains learners should be the information architects of their own portfolios (cited in Barrett & Carney, 2005).
For that reason, 68 portfolios were rated by the teacher of the course (one of the researchers) in light of completeness (whether the collection recorded different learning activities), documentation (whether works were dated and showed self- reflection), language (whether language use was clear and correct), and design and neatness (whether it was organized and presented neatly).
Table 1 – Portfolio grading scheme 1 (not good) 2 (good) 3 (very good) 4 (excellent) Completeness Documentation Language Design & neatness Administering the Posttest The same pretest (the 50-item reading section of a TOEFL) was administered as the posttest at the end of the instruction to all the participants in both experimental and control groups."