An Investigation into the Effect of Portfolio Assessment on Iranian High/Low Self- Regulated EFL Learners’ Vocabulary Knowledge at Pre-Intermediate Level

Subject Areas : Journal of Teaching English Language Studies

Davood Mashhadi Heidar ¹ , Farzane Sodagari ²

1 - Islamic Azad University of Tonekabon
2 - Islamic Azad University of Tonekabon

Received: 2019-02-19 Accepted : 2019-03-13 Published : 2019-03-01

Keywords: portfolio assessment, Self-regulation, Vocabulary Knowledge,

Abstract :

Vocabulary knowledge is one of the most important parts of second language acquisition. Thisstudy tried to investigate the effect of portfolio assessment on Iranian high/low self-regulatedEFL learners’ vocabulary knowledge at pre-intermediate level. To carry out this study, 90 femalelearners aged between 16-22 were chosen from Tabarestan language school located in Noshahr,Iran. They took OPT test (Oxford Proficiency Test) and after giving the self-regulationquestionnaire 60 of them were selected as the main participants of the study. They arranged intwo classes, one class consisted of 33 high self-regulated learners and the other class consisted of27 low self-regulated learners. The participants in each class were randomly assigned toexperimental and control group. The pretest was administered to measure participants’vocabulary knowledge. The experimental group received treatment. Both control andexperimental groups attended 7 sessions with the same instructional material. The control groupreceived the traditional assessment while the experimental group received portfolio assessment,i.e., they were asked to provide a folder of writing tasks as portfolio, with providing feedback byteacher. At the end of the course, the posttest was administered. The findings showed that therewas a significant difference between the performance of the experimental group who had theportfolio assessment and the control group who received traditional assessment. Also the resultsrevealed that there was no significant difference between the high and low self-regulated EFLlearners’ vocabulary knowledge.

References:

Berimani, Sh., &Mohammadi, M. (2013). Investigating the effect of portfolio assessment on
vocabulary learning of Iranian EFL learners, Islamic Azad University.ELT Voices- India
International Journal, Volume 3, Issue 6.
Elango, S., &Jutti, RC.,& Lee, LK. (2005). Portfolio as a learning tool:Students’ perspective,
Ann Acad Med Soingapore, Vol 34, NO 8.
Shen, W.,(2003). Current trends of vocabulary teaching and learning strategies for EFL settings,
Feng Chia journal of humanities and social science, pp. 187-224, No.7.
Mart, C. (2012). Guessing the meanings of words from context: why and how, International
journal of applied linguistics & English literature, Vol 1, No 6., from
http://dx.doi.org/10.7575/ijalel.v.1n.6p.177.
Amirian, M., Mallahi, O., &Zaghi, D. (2015). The relationship between Iranian EFL learners’
self-regulatory vocabulary strategy use and their vocabulary size, Iranian journal of language
teaching research 3(2), 29-45, Urmia University Press.
Ma ping, A., &Siraj, S. (2012). Exploring self-regulatory strategies for vocabulary learning
among Chinese EFL learners, Procedia- social and behavioral sciences 47 (2012) 1211-1215,
Elsevier.
Erlandson, Ch., Portfolios: more than just a file folder, Saskatchewan professional development
unit.
Ok, S. (2014). Reflections of ELT students on their progress in language and vocabulary use in
portfolio process, http://dx.doi.org/10.5539/elt.v7n2p53.
Zarei, A. A., &Hatami, G. (2012). On the relationship between self-regulated learning
components and L2 vocabulary knowledge and reading comprehension, Theory and practice in
language studies, Doi:10.4304/tpls.2.9.1939-1944.
Laufer, B., &Hulstijn, J. (2001).Incidental Vocabulary Acquisition in a Second Language: The
Construct of Task-Induced Involvement ,Applied Linguistics,22/1:1-26 Oxford University Press.
Inan, B. (2013). The Relationship between Self-regulated Learning Strategies and Academic
Achievement in a Turkish EFL Setting , Academic Journals, Vol.8(17) , pp.1544-
1550,DOI:10.5897/ERP2013.1561.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview.Theory into
practice.Vol. 41, No. 2. DOI: 10.1207/s15430421tip4102_2, The Ohio state university.
Celce-Murcia, M., Brinton, D., & Ann Snow, M. (2014). Teaching English as a second or
foreign language.National geographic learning.HEINLE CENGAGE Learning.
Chastain, K. (1988). Developing second language skill: Theory and practice. Third edition. New
York: Harcourt Brace Jovanovich publishers.
Ahlam, B. (2017). Perceptions of vocabulary teaching methods among EFL teachers,
International journal of research studies in language learning, vol 6, number 2,
DOI:10.5861/ijrsll.2016.1372.
Aksoy, B. (2006). A comparative study of teaching vocabulary in and out of context at school of
foreign languages at Selcuk University, M.A. Department of foreign language education.
Shimo, E., & Apple, M. Portfolio use in the language classroom.
Lawson, M. J., &Hogben, D. (1996). The vocabulary-learning strategies of foreign-language
students, Language learning 46:1.pp.101-135, Vol. 46, No. 1, Flinders university.
Nichols, D., &Rupley, H. (2004).Matching instructional design with vocabulary
instruction.http://scholarworks.wmich.edu/reading-horizones.Volume 45.Issue 1.
Nassirdoost, P. & Mall-Amiri, B. (2015). The Impact of Portfolio Assessment on EFL Learners’
Vocabulary Achievement and Motivation. Journal for the study of English Linguistics.
http://dx.doi.org/10.5296/jsel.v3i1.7750