The role of writing portfolios in increasing learners' confidence in writing and promoting their attitudes towards writing

Abstract

This study investigated the role of writing portfolios in increasing learners’ confidence in writing and possible attitude changes towards writing. The study also examined the attitudes of students and teachers towards using writing portfolios as a self-assessment tool. The study was conducted with 60 pre-intermediate level students, one experimental and two control groups, and their classroom teacher in the Preparatory School of English at Zonguldak Karaelmas University in the spring semester of 2006. The data for the study were gathered through two questionnaires, interviews, reflection papers, and peer- and self-assessment sheets. A six-week portfolio implementation was started for the experimental group after the administration of pre-questionnaires to all groups. After the implementation, the experimental and the control groups were given the same questionnaires as post-treatment. The interviews were conducted with the experimental group students and their instructor. The results of the analysis of the questionnaires revealed no significant differences after the treatment in the students’ confidence level in writing. However, there was a significant increase in the experimental group students’ attitudes towards writing. The analysis of the qualitative data supported this increase and suggested that both the students and the teacher were positive towards using writing portfolios as a self-assessment tool.