چکیده:
Alternative assessments have evolved from an epistemological change in education. They see assessment and instruction as two sides on the same coin which go hand in hand. The traditional roles of both teachers and learners are, consequently, modified which is essential for better language development. In this line, the present study aimed at comparing the effects of portfolio and journal writing assessment on EFL learners’ autonomy. The study followed a quasi-experimental design with two study groups having a pre-test, treatment, post-test format. To this end, 39 EFL learners whose scores on PET test were one standard deviation above and below the mean were selected for the groups which were then randomly assigned for two treatment types, namely portfolio assessment (PA) and journal writing assessment (JWA). The groups’ autonomy levels were compared by one-way ANCOVA, the results of which did not reveal any significant difference in the positive effects of these two common alternative assessments. It was inferred that language teachers can take the advantage of any or both of these alternative assessment types to improve their learners’ autonomy and make them lifelong language learners. The great role of autonomy in language learning and further pedagogical implications for the findings for language learners, teachers, and curriculum developers are discussed in the paper.
خلاصه ماشینی:
In this line, the present study aimed at comparing the effects of portfolio and journal writing assessment on EFL learners’ autonomy.
To this end, 39 EFL learners whose scores on PET test were one standard deviation above and below the mean were selected for the groups which were then randomly assigned for two treatment types, namely portfolio assessment (PA) and journal writing assessment (JWA).
In line with the previous literature and the research question, the null hypothesis of the study was as follows: There is no significant difference in effects of portfolio and journal assessment on EFL learners' autonomy.
1. Design of the Study The present study was done in order to compare the potential effects of portfolio assessment and journal assessment on autonomy of EFL learners.
After randomly assigning learners into groups of portfolio and journal, the participants’ prior autonomy level was measured by Macaskill and Taylor’s (2010) Autonomous Learning Scale.
01 In order to answer the research question comparing the effect of portfolio assessment and journal writing assessment on EFL learner autonomy, a one- way analysis of covariance (ANCOVA) was conducted.
4. Discussion The present study was done in order to compare the effects of portfolio assessment and journal assessment on learner autonomy of EFL learners.
Another alternative assessment of the present study, journal writing assessment, was also reported as an equally effective means of improving learner autonomy.
The results of the study reflected that both portfolio assessment and journal writing assessment have potential in improving learner autonomy.