The potential formative benefits of portfolio assessment in second and foreign language writing contexts: A review of the literature |
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| Institution: | 1. Department of English Language and Literature, Kulliyah of Human Sciences, International Islamic University Malaysia, 53100 Gombak, Kuala Lumpur, Malaysia;2. Kulliyyah of Languages and Management, International Islamic University Malaysia, Jalan Gombak, 53100 Kuala Lumpur, Malaysia;3. College of Nursing, Umm Al-Qura University Mecca, Saudi Arabia & Kulliyyah of Dentistry, International Islamic University Malaysia, 25200 Kuantan, Pahang, Malaysia;1. School of Education and Languages, The Open University of Hong Kong, Hong Kong;2. Faculty of Education, The Chinese University of Hong Kong, Hong Kong |
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| Abstract: | This article identifies the potential formative benefits of using portfolio assessment (PA) in second/foreign language classrooms by reviewing the up-to-date research. Three methods were used to search for relevant research: database search, manual search, and citation search. According to the literature, PA has potential benefits due to its process-oriented, authentic, integrated, interactive, and learner-centered characteristics. PA leads to increased motivation, learner autonomy, and improved writing performance. However, not many studies include observation as a method of collecting data. Through observation a researcher can investigate how the benefits of PA are acted upon and negotiated. There is a need for more empirical research in the juxtaposition of PA and formative assessment, particularly in primary and secondary education. |
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| Keywords: | Portfolio assessment Formative assessment Writing assessment Second language learning Foreign language learning |
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