The effect of portfolio assessment on the English writing performance of Jordanian first secondary school students and their attitudes towards writing

العناوين الأخرى

أثر التقييم الملفي في الاداء الكتابي باللغة الإنجليزية لطلبة الصف الأول الثانوي الأردنيين و اتجاهاتهم نحو الكتابة

مقدم أطروحة جامعية

Sulayman, Muhammad Salim

مشرف أطروحة جامعية

al-Abd al-Haqq, Fawwaz

أعضاء اللجنة

Abu Suaylik, Ali Farhan
al-Jadri, Adnan Husayn
al-Qarallah, Ayman

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2012

الملخص الإنجليزي

The present study aimed at investigating the effect of portfolio assessment on the English writing performance of Jordanian first secondary school students and their attitudes towards writing.

Sixty first secondary students participated in the study that lasted for one full semester (10 weeks).

These students were selected from Abdel Malek Ben Marwan Secondary School for boys, a public school that belongs to Amman Forth Directorate of Education. These students were divided into two groups: Thirty students in the experimental group, who were taught using portfolio assessment strategy and thirty in the control group, who were taught using the ordinary method.

The study attempted to answer the following questions: 1.

What is the effect of portfolio assessment on the Jordanian first secondary school students' writing performance? 2.

What is the effect of portfolio assessment on the Jordanian first secondary school students' attitudes towards writing? The study aimed at testing the following hypotheses: (1) There is no statistically significant difference at (α = 0.05) in the Jordanian first secondary school students ' writing performance between the experimental group and the control group. (2) There is no statistically significant difference at (α = 0.05) in the Jordanian first secondary school students ' attitudes towards writing between the experimental group and the control group.

For the purpose of this study, the researcher developed a writing test and an attitude questionnaire for the experimental group and the control one to assess the students’ writing abilities and their attitudes towards writing before and after conducting the experiment.

The validity and reliability of the writing test and the questionnaire were established.

The researcher used portfolio assessment to instruct and assess the experimental group students.

The experiment lasted for one semester (ten weeks).

Students’ scores on the writing test were analyzed using the analysis of covariance (ANCOVA).

The findings of the study revealed that there was a statistically significant difference between the experimental group and the control group on the writing test in favour of the experimental group which was taught by using the portfolio assessment strategy.

The findings also revealed that there was a statistically significant difference between the experimental group and the control group in the attitudes towards writing in favour of the experimental group which was taught by using the portfolio assessment strategy. In light of these results, the researcher suggested that the portfolio assessment method was more effective in teaching writing skills to the first secondary EFL Jordanian students than the ordinary method.

Also it was proved that the students’ attitudes towards writing changed positively.

The researcher proposed recommendations to the Ministry of Education, EFL teachers and for future researchers who are interested in the portfolio assessment method.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• التعليم الثانوي
• تعلم اللغة الثانية
• الكتابة
• الأردن
• عمان
• اللغة الإنجليزية

عدد الصفحات

178

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-435245