Exploring the Use of Portfolio as a Student-Centered Technique to Improve the Writing Skills.

Abstract

Portfolios considered as a good assessment technique to evaluate students‟ writing progress. It is observed that its use is not common in the EFL Algerian context. Hence, this study attempts to fulfill two objectives; to figure out whether students and teachers use portfolios to monitor their writing skill as well as to investigate portfolio assessments‟ impact on EFL learners‟ writing ability. Data were collected through two questionnaires which were directed to Master one students and teachers at English department of Ibn Khaldoun University of Tiaret. The results showed that students have neither prior knowledge nor prior experience about portfolio except few students. The findings revealed that there are some teachers who opt for the use of portfolio inside the classroom, most of them believed that portfolio assessments improves students‟ writing and enhances their motivation. Findings of the study also indicated that portfolio keeping is beneficial in terms of overcoming writing difficulties.