VietTESOL International Convention, VietTESOL International Convention 2019

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Researching the Effectiveness of Portfolio as a Tool to Assess and Improve 4th Grade Students’ Language Ability
Lien Thi Ai Nguyen, Nhung Thi Hong Pham, Ngoan Thi Hong Dinh, Huong Thi Mai

Building: Library
Room: Lobby - 1st Floor
Date: 2019-10-11 02:00 PM – 02:45 PM
Last modified: 2019-09-19


Formative assessment is essential to EFL learning and teaching, since it can capture “the daily lived experiences of students in classrooms" which has "the greatest impact on learning” (William, 2011, p. 19). Among the diverse types of assessment, portfolios have now been commonly utilised in English classrooms. Mc Tighe (2000) consider the single and traditional forms of assessment (tests or standardised tests) as taking a “moment-in-time snapshot” of student and refer portfolios to  “photo albums” recording students’ different times and contexts (p. 4). With portfolios, students are engaged in learning as usual while teachers can assess how they progress throughout their study journey. More importantly, based on portfolios, teachers might regulate learning and teaching by providing students with suggestions on their study and adapting teaching activities to suit their students’ learning styles. This research was proposed to explore (1) how portfolios including vocabulary quiz, story and poem composing, drawing and writing, write-it-up, short paragraph writing and reading diaries can be used as a tool for assessing and improving English proficiency of the 4th-grade students and (2) how they assist students to become self-regulated learners. The sample was drawn from thirty English students in 3 primary schools in Quang Binh. The results revealed that portfolios with the assigned tasks both facilitate ongoing assessment of the students’ English proficiency and improve their language ability, in terms of using words and writing sentences and paragraph. In addition, portfolios highly motivate students in self-study and self-regulate.


formative assessment; ongoing assessment; portfolios; self-regulated; young learners; 4th-grade students