Portfolio-based Writing Instruction as a Venue to Provide Corrective Feedback on EFL Learners’ Writing Performance

Document Type: Research Paper


1 Ph.D in Applied Linguistics

2 MA in Applied Linguistics, University of Kashan

3 Professor of Shiraz University


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 in their learning, helping them to reflect upon their writing, and making the learners conscious about the process of writing. Thus, portfolio-based instruction can be thought of a collaborative way to provide corrective feedback on L2 learners writing performance. The study carries some implications for L2 writing teachers and learners.


Article Title [Persian]

آموزش مهارت نگارش کارپوشه-بنیان به عنوان روشی مشارکتی در فراهم سازی بازخورد تصحیحی روی نگارش زبان آموزان انگلیسی

Authors [Persian]

  • حسین میهمی 1
  • فاطمه حسینی 2
  • رحمان صحراگرد 3
1 Ph.D in Applied Linguistics
2 MA in Applied Linguistics, University of Kashan
3 استاد دانشگاه شیراز
Abstract [Persian]

این موضوع که آیا ارائه بازخورد تصحیحی با استفاده از کارپوشه می تواند موجب رشد توانایی نگارش زبان آموزان شود یا خیر در پژوهش های این حوزه نادیده گرفته شده است. بنابراین، هدف از انجام این پژوهش بررسی تاثیر فراهم نمودن بازخورد تصحیحی از طریق آموزش نگارش کارپوشه-بنیان بر روی عملکرد نگارشی آنها به صورت کلی و با توجه به اجزای مختلف نگارش در بین زبان آموزان انگلیسی که در سطح متوسطه بودند، می باشد. در این راستا، 44 زبان آموز سطح متوسطه زبان انگلیسی در برنامه آموزشی نگارش با هدف پیشرفت مهارت نگارش زبان انگلیسی شرکت کردند. شرکت کنندگان به دو گروه آزمایش (20 زبان آموز) و گروه کنترل (24 زبان آموز) تقسیم شدند. در حالی که در گروه آزمایش بازخورد تصحیحی از طریق نگارش کارپوشه-بنیان دریافت می کردند در گروه کنترل از روش سنتی استفاده می شد. نتایج حاصل از این تحقیق نشان داد که گروه آزمایش عملکرد بهتری نسبت به گروه کنترل در نگارش کلی و اجزای نگارش داشتند. بنابراین می توان نتیجه گرفت که فراهم سازی بازخورد تصحیحی از طریق آموزش نگارش کارپوشه-بنیان نقش سازنده ای در پیشرفت عملکرد نگارش زبان آموزان سطح متوسطه دارد. این ممکن است به علت ویژگی هایی باشد که نوشتار پوشه کار-بنیان درکلاس دارد، از جمله ایجاد انگیزه یادگیرندگان زبان آموزان برای نوشتن، ترغیب آنها به یادگیری مستقل و کمک به آنها در بازنویسی نوشته ها، وهمچنین آگاهی بخشیدن به آنها در مورد ساختار نگارش.

Keywords [Persian]

  • نگارش کارپوشه-بنیان
  • بازخورد تصحیحی
  • اجزای نگارش
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