THE USE OF PORTFOLIOS AND DIFFERENT FEEDBACK TYPES IN EFL COMPOSITION

Abstract

Portfolios are considered as an alternative assessment in EFL composition. The use of portfolios as an assessment tool is linked to the process-based approach to writing. Many researchers have examined the integration of portfolios and how beneficial they can be in assessing student writing. Rather than just an assessment tool, portfolios represent the process of creating drafts which ensure a continuous relationship between the teacher and the student. Drafting students’ written assignments offers teachers the ability to follow student’s progress by focusing on an alternative approach to teaching and assessing writing. Furthermore, the incorporation of drafts gives the opportunity to students to become aware of their weaknesses and problems in writing while at the same time taking action into improving these issues based on the teacher feedback. Responding to student writing is an important issue to discuss when considering teaching composition to EFL students. It should not be misunderstood and taken as the same notion as evaluation. Response is a process that includes peer review, peer editing and continuous feedback through the stages of writing. Teacher feedback, which is genuine, effective, and long-lasting has proven to be efficient for both teachers and students. By giving constructive feedback, the teacher understands students’ problems and intentions by also making them responsible for finding and analyzing what needs to be improved. Moreover, constructive feedback given in the form of a comment and directed to each student individually influences the students’ motivation and self-confidence when it comes to expressing themselves in writing. This study, following the process-based instruction, examines the effectiveness of drafts and the impact of constructive feedback on the overall students’ performance in EFL composition. Portfolios are used as the qualitative method for evaluating students’ outcomes after undergoing drafting and alternative feedback types as opposed to being given a grade on a written assignment that is not offered a follow up for improvements. The findings support the hypothesis that EFL composition can be influenced through the use of drafts and enhanced by the incorporation of constructive feedback which would continuously ensure an upgrade and result in a final improved written product.