چکیده:
It is an underestimated topic whether or not providing corrective feedback through
portfolio-based writing instruction can be effective. Hence, the purpose of the
current study was to investigate the effect of providing corrective feedback through
portfolio-based writing instruction on the overall and componential writing
performance of the Iranian intermediate EFL learners. To that end, 44 intermediate
EFL learners participated in a writing program aiming to develop the writing skill of
the L2 learners. The participants were divided into the experimental group (N = 20)
in which they received the corrective feedback on their writing through the
portfolio-based writing, and the control group (N = 24) who received the traditional
paper-and-pen corrective feedback on their writing. A pre-test/post-test design was
administrated to address the purpose of the study. The results indicated that the
experimental group significantly outperformed the control group both in overall and
componential writing performance. Thus, it can be concluded that providing
corrective feedback through portfolio-based writing can be constructive in
developing intermediate EFL learners writing performance. This may be due to the
features which portfolio-based writing brings to the L2 writing classroom including
developing the motivation of the L2 learners to write, pushing them to be more
autonomous learners, helping them to reflect upon their writing, and making the
learners conscious about the process of writing. The study carries some implications
for L2 writing teachers and learners.
خلاصه ماشینی:
Hence, the purpose of the current study was to investigate the effect of providing corrective feedback through portfolio-based writing instruction on the overall and componential writing performance of the Iranian intermediate EFL learners.
Alongside, such a long-lasting debate is the discussion of how and through which approach corrective feedback should be provided on the writings of L2 learners; among them is portfolio writing assessment (Hamp-Lyons & Condon, 2000; Lam, 2017; Nezakatgoo, 2011; Roohani & Taheri, 2015).
The aim of the present study was to investigate whether providing corrective feedback, both direct and indirect one, through portfolio writing could have a constructive role to develop the componential and overall writing performance of the intermediate EFL learners.
1. Does providing corrective feedback through portfolio-based instruction improve Iranian EFL learners' overall writing performance?
2. Does providing corrective feedback through portfolio-based instruction improve different writing components including content, organization, grammar, vocabulary, and mechanics?
2. Discussion The primary purpose of this study was to investigate the effect of using portfolio-based writing instruction in providing corrective feedback on Iranian intermediate EFL learners' overall and componential writing performance.
5. Conclusion and Implications This study was an attempt to explore the effect of providing corrective feedback through the portfolio-based writing instruction on Iranian intermediate EFL learners' overall and componential writing performance.
The results of the present study support the hypothesis that using portfolios in providing corrective feedback had a statistically significant effect on learners' overall and componential writing performance.