Portfolio assessment as one of the alternatives to testing is defined as the systematic collection of student work measured against predetermined scoring criteria. This paper aimed to investigate the effect of portfolio assessment in the oral performance of EFL learners in an attempt to examine its impact on their metadiscourse awareness. To determine the impact of portfolio assessment on the oral performance and metadiscourse awareness of EFL learners, 60 university students majoring in English language teaching were initially selected. After being homogenized for their proficiency level, they were randomly divided into an experimental group (EG) and a control group (CG). As the treatment, portfolio assessment was employed as the teaching technique for the experimental group. Data was then subjected to different statistical procedures. The results of data analysis revealed that the participants in the EG outperformed those in the CG with regard to the achievement in their overall oral performance. Second, the findings showed that experimental groups’ awareness to metadiscourse markers significantly increased after instruction. The findings of the present study have implications for learners and teachers in the realm of TEFL in particular and education in general. تفاصيل المقالة

According to Hyland (2000), metadiscourse is recognized as an important means of facilitating communication, supporting a writer's position, and building a relationship with an audience. This study aims to investigate the impact of explicit instruction of metadiscourse markers on EFL learners' listening comprehension. The participants of this study were 50 undergraduate students majoring in English Translation at the University of Khorasgan. To elicit the relevant data, participants were given a pretest of listening comprehension to check their initial knowledge and unprompted use of metadiscourse markers. The participants were divided into two groups randomly. Students in the experimental group were taught metadiscourse markers in addition to a process method, while those students in the control group were thought only a process method. Finally, a post test measuring their listening comprehension with metadiscourse markers in focus was administered. The results indicated generally that explicit instruction of metadiscourse markers significantly improves EFL learners' listening comprehension. The findings call practitioners to pay more serious attention to metadiscourse markers in making EFL curricula. تفاصيل المقالة

A translation portfolio is a systematic collection of student's translations or reports of tasks torepresent a variety of student's achievements in the translation course over a specified period oftime. This paper aims to investigate the effect of portfolio assessment in the translatingclassroom in an attempt to examine its impact on EFL learners' metacognitive awareness. Todetermine the impact of portfolio assessment on the translation quality and metacognitiveawareness of EFL learners, 60 university students majoring in translation were initially selected.After being homogenized for their proficiency level, they were randomly divided into anexperimental group (EG) and a control group (CG). As the treatment, portfolio assessment wasemployed as the teaching technique for the experimental group. Data was then subjected todifferent statistical procedures. The results of data analysis revealed that the participants in theEG outperformed those in the CG with regard to the achievement in their overall translatingability. Second, the findings showed that experimental groups’ awareness to metacognitivestrategies significantly increased after instruction. The findings of the present study haveimplications for learners and teachers in the realm of TEFL in particular and education ingeneral. The results of the present study may have some implications for teaching of translationto EFL learners. تفاصيل المقالة