Investigating The Effect Ofportfolio Assessment Technique On Efl Learners’ Grammatical Accuracy In Writing

Résumé: Assessment is viewed as one of the important issues in the educational context that determines learners' level and progress. Accordingly, there has been a shift from the traditional assessment to the alternative one which is concerned with giving a holistic view of students' abilities. This study is an attempt to investigate the effectiveness of portfolio assessment technique on learners' grammatical accuracy in writing. A quasi-experiment was used with two groups, an experimental and a control group, seeking to test the two proposed hypotheses. The alternative hypothesis states that there would be a significant difference in grammar accuracy between learners who are taught using the portfolio assessment technique than those who are not. Whereas the null hypothesis states that there would be no significant difference in grammar accuracy between learners who are taught using the portfolio assessment technique than those who are not. Thus, both groups were pretested and exposed to two different types of treatments. Thus, writing using the portfolio assessment technique was implemented with the experimental group, while the control group was exposed to writing using the ordinary method of teaching; that is to say, without using the portfolio assessment technique and without having the advantage of rewriting the revised copies of their paragraphs. At the end of the treatment period, both groups were post-tested taking the same test of the pretest. The final results revealed that the portfolio assessment technique had no significant effect on learners' grammatical accuracy in writing. Finally, it can be claimed that this technique would bring better results if it is implemented during a prolonged period of time.

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