Innovation in Language Learning

This quasi-experimental research, basically aimed to integrate portfolio assessment along with comprehensive instruction to investigate the effect of it on Iranian EFL learners’ writing performance and their autonomy. Learner autonomy as an indispensable element of post-method language teaching is emphasized by language teaching practitioners. This research was conducted on 47 female intermediate EFL learners in two groups – a control group (n=23) and an experimental group (n=24). Prior to the experiment, both groups were given IELTS writing task as a pre-test and also an autonomy questionnaire. While participants of the control group were trained writing via traditional assessment procedures, the experimental group participants experienced an autonomous instructional application, portfolio assessment, in their writing. The experiment took ten weeks; at the end of that period both groups again were given IELTS writing task as a posttest and also an autonomy questionnaire. The results of the tests were analyzed and compared statistically. Analysis of the data through ANCOVA showed that the experimental group performed better in writing than the control group in the posttest. In addition, from the results, it was seen that the experimental group revealed a significant progress in autonomy in comparison to the control group at the end of the experiment. Based on the findings of the study, some recommendations are emerged: integrating portfolio use into assessment system as either a supplementary or main assessment tool, fosters creativity and autonomy in terms of the fact that portfolio enables the students to create their own works.

Key Words: Portfolio Assessment, Writing Performance, Learner Autonomy, Alternative Assessment