04051001917 Nghiên cứu về việc sử dụng hồ sơ bài tập để nâng cao kĩ năng viết cho sinh viên năm thứ hai không chuyên tiếng Anh tại một trường cao đẳng ở tỉnh Dak Lak.
INTRODUCTION
Rationale of the study
English is the most widely spoken language globally, making proficiency in it essential for effective communication in today's globalized society As a result, many countries, including Vietnam, have made English a mandatory subject in their education systems, from primary schools to universities Students must develop reading, speaking, writing, and listening skills, with writing often regarded as the most challenging Even native speakers struggle with writing, and college students face difficulties due to limited vocabulary, organizational skills, varying competence levels, and time constraints for practice Writing is a cognitive skill that requires attention to spelling and punctuation, as well as the ability to integrate information coherently and cohesively in written discourse.
In order to develop students’ writing skills, portfolio, a new way of technique used in many universities around the world and had brought back a number of
Portfolios serve as a comprehensive record of students' efforts, progress, achievements, and reflections on their learning experiences (Yang, as cited in Nezakatgoo, 2011) Innovations in English language teaching have shifted the focus from traditional end product-oriented methods to a process-based approach in writing instruction (Tabatabaei and Assefi, 2012) This approach allows for the evaluation of students' work throughout the entire writing process, enabling learners to gradually enhance their writing skills and improve the quality of their written work over time.
Research indicates that portfolios enhance both student achievement and motivation in language learning by facilitating continuous practice and assessment, with teachers documenting individual progress (Eridafithri, 2015) Learners find portfolios engaging as they actively choose the work to include, and they are not penalized for initial shortcomings Instead, teachers provide guidance and constructive feedback to help students improve their work (Eridafithri, 2015).
In the college setting, the process-oriented approach to teaching writing skills is often underutilized, with students primarily assessed based on final products using holistic rubrics While there is a wealth of literature exploring techniques to improve students' writing skills, research on the effectiveness of portfolios in this context remains lacking Additionally, understanding students' attitudes towards portfolio use could provide valuable insights for instructors, administrators, and students, ultimately enhancing teaching and evaluation practices.
The research titled “A Study on Using Portfolios to Enhance Writing Skills for Second-Year Non-English Major Students at a College in Dak Lak Province” was conducted to address the identified issues.
Aims of the study
This study aims to explore how portfolios impact the English writing skills of second-year non-English major students at a college in Dak Lak province The research focuses on two main objectives.
- Exploring the influence of portfolios on enhancing the students’ writing skills
- Investigating the students’ perceptions of the use of portfolios in learning writing
Research questions
The study aims at answering two questions:
1 To what extent does the use of portfolios enhance the students’ writing skills?
2 What are the students’ perceptions of the use of portfolios in learning writing?
Scope of the study
This research investigates how the use of portfolios affects the writing skills of 34 second-year non-English major students at a college in Dak Lak province The participants, aged 19 to 22, are enrolled in a core foundation writing course, which is mandatory The study specifically examines the influence of writing portfolios on these students and explores their perceptions of the portfolio practice process.
Significance of the study
Several studies have been conducted at this college to enhance students' writing abilities However, the use of writing portfolios as a method to improve these skills is a novel approach for the institution.
This study, conducted in a college environment, aims to offer teachers insights into the effectiveness of using portfolios for teaching writing skills Additionally, the paper is structured to meet the expectation of enhancing educational practices in this area.
The findings of this research will be valuable for English teachers and enhance the teaching process Additionally, it will provide a reliable source of data for future scholars conducting research on related topics.
Method of the study
To achieve the study's objectives, an action research project was conducted utilizing both qualitative and quantitative methods for data collection and analysis Techniques included students' submitted portfolios, survey questionnaires, and interviews Qualitative data was gathered through student interviews to understand their perspectives on writing portfolios, while the submitted portfolios demonstrated improvements in writing skills For the quantitative aspect, survey questionnaires were used to explore students' perceptions of portfolio use in writing education.
Structure of the thesis
This thesis consists of five main chapters:
Chapter 1 - Introduction: introduces the rationale of the study, objectives, research questions, the scope, the methods, the significance and the design of the study
Chapter 3 - Literature review: provides an overview of the theoretical background and the previous research related to the study
Chapter 3 – Research Methodology: describes the setting, the participants the research methods of the study, and restate the research questions
Chapter 4 - Findings and discussion: presents a detailed description of data analysis Besides, the chapter also display some discussion and interpretations of the findings of the study, and gives suggestions for the teachers, students, and other researchers
Chapter 5 - Conclusions and recommendations: gives some suggestions based on the findings of the study and summarizes the important points of the whole thesis This chapter is followed by the References and Appendices
LITERATURE REVIEW
Writing skills
In learning English, students engage with four key skills: reading, speaking, writing, and listening Reading and listening are classified as receptive skills, while speaking and writing are considered productive skills, requiring learners to utilize their knowledge to articulate ideas effectively Experts offer diverse definitions of writing, highlighting its complexity and importance in language acquisition.
Nunan (2003) (as cited in Ekorini, 2021) defines writing by a series of contrasts as stated below:
Writing is a dual process that encompasses both physical and mental dimensions Physically, it involves the act of inscribing words or ideas onto various mediums, from ancient hieroglyphics on parchment to modern emails on computers Mentally, it requires the invention of ideas, thoughtful expression, and the organization of these concepts into coherent statements and paragraphs that effectively communicate with the reader.
Writers aim to both express their own ideas and impress their audience They balance their personal desires for expression with the need to communicate effectively to readers, who expect ideas to be conveyed in specific ways.
When selecting the appropriate format for writing, individuals must consider various options such as shopping lists, meeting notes, scholarly articles, novels, and poetry Each writing type presents a unique level of complexity tailored to its specific purpose.
Writing is both a process and a product, involving imagination, organization, drafting, editing, and multiple readings This cyclical and sometimes chaotic process culminates in a final product, such as an essay, letter, story, or research report, that is presented to an audience, whether it be an instructor or a broader readership.
Writing is a complex cognitive activity that requires the writer to manage multiple variables, including content, format, sentence structure, vocabulary, punctuation, spelling, and letter formation Beyond individual sentences, effective writing involves structuring and integrating information into cohesive and coherent paragraphs and texts.
White and Arndt (1996) argue that writing is not merely the transcription of spoken language into written form; rather, it is a complex thinking process that requires sustained intellectual effort Consequently, writing is a productive endeavor where writers must articulate their ideas, thoughts, and feelings through written symbols to effectively communicate with readers.
2.1.2 Approaches to teach writing skills
Teaching writing skills involves multiple approaches, but a significant debate exists between process and product methodologies in writing pedagogy This tension highlights the differing philosophies on how best to cultivate effective writing abilities.
The product-based approach, emerging in the 1960s, focuses on guiding students through the stages of pre-writing, composing, and correcting their work (Tangpermpoon, 2008) This method emphasizes the importance of enhancing students' awareness of grammatical structures (Nunan, cited in Sun).
The product-based approach to writing emphasizes the creation of coherent, error-free texts, where students model their work on examples from textbooks or teachers While modeling can provide valuable feedback and serve as an effective teaching tool when integrated properly, it also has notable drawbacks in L2 writing classes A major concern is that model texts can stifle creativity among learners, as the approach often involves reading, analyzing, and then replicating the text Additionally, this method encourages students to apply the same structure across various contexts, which can inhibit their ability to innovate and express unique ideas.
In the late 1980s, education transitioned from a product-oriented approach to a process-oriented approach, allowing students to better comprehend materials and articulate their ideas in English with grammatical accuracy and clarity.
The process approach to writing emphasizes the importance of the steps taken to create a piece of work, acknowledging that no text is perfect Writers can achieve greater perfection by producing, reflecting, discussing, and revising multiple drafts This approach highlights that the writing process is as significant as the final product Consequently, consistent writing exercises, paired with real-world activities, can significantly enhance students' writing proficiency The writing process consists of various stages, with each stage requiring students to engage in specific activities to develop their writing skills.
According to Richard and Renandya (2002: 303), the writing process involves four key stages: planning, drafting, revising, and editing During the planning stage, students are motivated to engage in writing activities The subsequent drafting stage focuses on developing their initial ideas into a structured format.
The writing process involves three key stages: focusing on fluency without worrying about grammar in the drafting stage, revising based on feedback received, and finally, editing to refine the text before submission for teacher evaluation.
In conclusion, writing teachers should incorporate both the process and product approaches in their instruction As noted by Arndt (1987), writing encompasses both the act of composition and its final outcome The process approach serves as "formative feedback," focusing on enhancing students' work, while the product approach provides "summative feedback," allowing teachers to assess students' achievements and the effectiveness of their writing.
Portfolios
A portfolio is a systematic collection of students' work that demonstrates their progress over time in relation to specific instructional goals (Winch, as cited in Eridafithri, 2015) It serves as a compilation of selected, organized, and reflected-upon work that showcases a learner's understanding and growth (Barrett, 2007) Additionally, portfolios document students' efforts, progress, and achievements, along with their reflections on the materials included (Yang, 2003) Eridafithri (2015) emphasizes that portfolios are valuable tools for engaging learners in the educational process, as they not only serve assessment purposes but also provide evidence of learners' achievements through products, feedback, and commentaries.
A writing portfolio serves as a valuable tool for both students and teachers, allowing for reflection on strengths, weaknesses, and the overall learning process Additionally, it enables teachers to assess students' abilities, preferences, and learning styles, enhancing the effectiveness of their teaching methods.
Writing portfolios are fundamentally student-centered, as highlighted by Nunes (2004) According to Hamp-Lyons and Condon (2000), as cited in Uỗar & Yazici (2016), these portfolios consist of collections of students' works rather than isolated pieces They provide opportunities for students to showcase and develop various skills, engage in topic selection, discuss and reflect on content, and evaluate their peers' work Additionally, writing portfolios allow students to track their progress and enhance their understanding of language and content.
A portfolio is a curated collection of student work designed for evaluation through grades, showcasing their effort, progress, and achievements over time.
Portfolios vary in type based on their purpose and contents, with researchers like Haladyn (1997) identifying five distinct types: ideal, showcase, documentation, evaluation, and class portfolios The ideal portfolio encompasses all student work without grades, encouraging self-evaluation In contrast, the showcase portfolio features only the best works, allowing students to reflect on their choices, but is not suitable for grading The documentation portfolio tracks student progress over time, showcasing both quality and quantity of work to demonstrate understanding of specific outcomes The evaluation portfolio consists of a representative selection of student work, which can be chosen by either the teacher or the student, making it appropriate for grading Lastly, the class portfolio combines student grades, teacher insights, and class information.
On the other hand, Slater (1996) identifies there different sorts of portfolios: showcase, open-format and checklist portfolio In a showcase portfolio, a student is
Students are allowed to submit a limited number of proofs to demonstrate their mastery of course learning goals In an open-format portfolio, they can include any evidence they believe supports their achievement of the learning objectives Conversely, a checklist portfolio requires that each submission aligns with specific categories, often adhering to a predetermined number of assignments outlined in the course curriculum.
Portfolios can be categorized into two main types: process-oriented portfolios, which showcase a student's development over time, and product-oriented portfolios, which highlight a student's best work (Epstein, as cited in Efendi, 2017) While both types are utilized across all grade levels, process-oriented portfolios are more common in elementary education, where individual growth is prioritized over specific performance metrics In contrast, product-oriented portfolios are better suited for advanced students, who possess the critical thinking skills necessary to select their top work and engage in meaningful self-reflection (Sweet, 1993).
Despite varying conceptualizations among authors, a shared theme emphasizes the necessity for educators to clearly define their goals, understand the motivations behind their portfolio projects, and identify the intended audience for these portfolios (Danielson & Abrutyn, 1997, cited by Lynch, 2004).
A documentation portfolio, also referred to as a "collection portfolio," "growth portfolio," or "working portfolio," is the most suitable type of portfolio for research purposes This type of portfolio effectively demonstrates students' growth and changes over time while documenting their achievements Additionally, it encompasses all student work, from rough drafts to final versions, showcasing the learning process.
The portfolio-writing process, as outlined by Oshima and Hogue (cited in Nguyễn, 2014), consists of three main stages: pre-writing, outlining (planning), and writing with revisions Reid (1993) further elaborates on this process by identifying four essential stages: planning, drafting, revising, and editing Additionally, Tribble introduces three more stages: responding, evaluating, and post-writing In summary, these stages can be visually represented in a diagram for easier comprehension (cited in Nguyễn, 2014).
Accordingly, the portfolio writing process can be viewed in the diagram below:
Creating a portfolio involves three key stages: the pre-writing stage, where students plan their topics and outlines; the writing stage, during which they draft, revise based on peer feedback, and finalize their work with input from their teacher; and the post-writing stage, where they edit their pieces, select the best works, and compose a self-reflective report.
Portfolios can be created by teachers, students, or collaboratively between both parties According to Crockett (1998, as cited in Nunes, 2004), there are five primary types of content that should be included in students' portfolios as a general guideline.
- Samples that are considered class assignment requirements;
- Processed samples that were previously graded and then revised, edited, and rewritten;
- Reflections that are associated with the process samples and these reflections give the students opportunities to identify their own strengths and weaknesses;
Portfolio projects are specifically created to enhance student portfolios and often emerge from a review of existing portfolios that highlight particular interests or challenges to address.
Each item in the writing portfolio should include a brief rationale for its selection, reflecting students' performance and their self-perception as learners Đinh (2016) emphasizes that a writing portfolio can effectively showcase the enhancement of students' writing skills The submitted portfolios typically consist of several key sections.
- Three final drafts out of five writing assignments (students’ choice)
- First drafts of all the written products
- Revised (second) drafts of all the written products
- Final (third) drafts of all the written products
Nguyễn (2017) emphasized that students should compose a single reflection for their entire portfolio, limiting it to 600 words (approximately two pages) to effectively capture their experiences and insights gained throughout the portfolio development process.
Previous research
Research indicates that implementing portfolios can significantly enhance students' writing skills Many studies have shown that portfolios serve as a valuable tool in language teaching and learning, effectively promoting the development of writing abilities.
Romova and Andrew (2011) explored the advantages of using portfolios as pedagogical tools to enhance academic writing skills among learners Their case study took place in a New Zealand tertiary institution, involving a diverse multicultural group of students.
A total of 41 students enrolled in the "Academic Writing" degree-level course, which included a multi-draft portfolio as a key component The authors identified significant benefits, noting that this evaluation tool not only provides a feedback loop but also aids students in developing essential writing skills such as pre-writing, outlining, drafting, and revising Consequently, students experience a sense of progress, which enhances their confidence in their writing abilities.
Alqadi and Smadi (2014) conducted a study at Al-al-Bayt University in Jordan to examine how group work and portfolio use impact the linguistic and discourse competence of EFL students The study involved two groups: an experimental group that learned essay writing through collaborative methods and portfolio development, and a control group that received traditional instruction The findings revealed significant differences in the development of writing skills between the two groups.
A study indicated that both groups demonstrated enhanced discourse competencies Additionally, interviews with participants from the experimental group highlighted that the use of portfolios significantly contributed to their improvement in linguistic and discourse skills.
A study by Ucar and Yazici (2016) investigated the impact of portfolios on skill development among 52 Turkish undergraduate students The findings revealed significant differences between the experimental group, which utilized portfolio techniques, and the control group in areas such as focus, elaboration, vocabulary, and organization Participants who engaged with portfolios exhibited markedly improved overall writing performance compared to those in the control group Additionally, the students expressed positive attitudes towards the use of portfolios for enhancing their writing skills.
According to Birgin and Baki (2007), portfolios serve as valuable tools for reflecting on students' writing progress They allow students to showcase their strengths and weaknesses, monitor their development throughout the learning process, and foster a sense of responsibility for their own education By gathering information from various sources, including parents, peers, and teachers, portfolios provide educators with reliable insights into student performance Ultimately, they are essential for evaluating both the products and processes of student learning.
A quasi-experimental study by Đỗ (2015) investigated the impact of portfolios on teaching and learning EFL writing, focusing on their effectiveness in enhancing students' writing skills and motivation The research involved 40 first-year students and concluded that writing portfolios serve as an effective instructional strategy for improving writing abilities and boosting motivation in English writing Furthermore, the portfolio approach fosters connections between students and their teachers through feedback from peers and instructors.
In Đinh's (2016) action research project, the effects of the writing portfolio technique on second-year students' writing skills were explored, along with the challenges faced by teachers and students during implementation Utilizing questionnaires, interviews, and submitted portfolios, the study revealed positive outcomes, particularly in vocabulary and grammar, which enhanced students' writing abilities and attitudes Additionally, students improved their skills in remarking, editing, reading, internet usage, and group work However, challenges emerged, such as the difficulty students faced in providing written feedback to peers and the tediousness of producing multiple drafts on the same topics.
Research indicates that the portfolio technique significantly enhances English teaching and learning by improving students' writing skills, editing abilities, reading comprehension, internet usage, and group collaboration This approach allows students to focus on their work rather than their grades, fostering greater learning autonomy, motivation, and confidence However, existing studies primarily address the impact of portfolios on writing skills, with limited exploration of students' perceptions Consequently, this research aims to investigate students' views on portfolio usage and its effects on writing skills among non-major English students in a college setting.
Chapter summary
This chapter outlines the key issues related to the study's topic, emphasizing the use of a process approach to teach essay writing Additionally, students' writing will be evaluated based on three criteria: writing accuracy, writing fluency, and writing complexity.
The documentation portfolio will store all students' work, showcasing their learning process The advantages and disadvantages of using portfolios are outlined, along with references to the survey questionnaires Additionally, related studies are discussed to identify research gaps and justify the objectives of this research paper.
METHODOLOGY
Research questions
The study aims at answering two questions:
To what extent does the use of portfolio enhance the students’ writing skills?
What are the students’ perceptions of the use of portfolios in learning writing?
In order to answer the two questions above, the concepts of the research context, research approach, and research design will be presented clearly in the following sections.
Research context
In college writing classes, the product approach prioritizes the final written work over the writing process, leading to a one-draft, one-reader model where teachers only evaluate the completed essays This method results in a lack of timely and constructive feedback, as students receive their graded essays based solely on rubrics Consequently, the product approach not only emphasizes the end result but also neglects the developmental journey of writers, as noted by Flower and Hayes (1977) Furthermore, as Rohman (1965) points out, this focus on the final product merely establishes standards for assessing quality without equipping students with the necessary skills to improve their writing efforts.
However, because the goal of this study was to analyze students' progress
Over time, the process approach has been utilized to meet educational objectives As noted by Brown (2001), writing is fundamentally a thinking process, where the final product emerges from the writer's reflective thinking This writing process enables learners to enhance their skills with the support and collaboration of teachers and peers It fosters an environment where students can freely express their thoughts in writing, allowing them sufficient time and space to reflect on and refine their work.
The research was conducted during the second semester of the academic year, following the school calendar In the previous semester, students learned paragraph writing, while this semester's course focused on equipping them with the necessary skills for essay writing Students attended one session each week for eight weeks, resulting in a substantial workload that included vocabulary, skills practice, language review, and homework or self-study.
The course book is “Effective Academic Writing 2” written by Alice Savage and Patricia Mayer The book consists of six units:
Unit 1: Paragraph to Short essay
Unit 5: Comparison and Contrast essays
Unit 6: Cause and Effect essays
After this course, students are expected to understand what essay is, know the basic structures for each type of essay, and be able to write short essays
This study investigates the effectiveness of using portfolios to improve writing skills among non-English major students, with a primary focus on this specific group.
In a study involving 23 major students, the use of portfolios significantly enhanced their writing skills At the college, non-English major students must complete four writing courses over four semesters as a graduation requirement.
The research involved thirty-four second-year non-English major students, comprising nineteen boys and fifteen girls aged between nineteen and twenty-one These participants were selected due to their prior experience in creating portfolios for their writing course, making it easier to gather insights about their experiences In contrast, freshmen and third-year students lacked portfolio experience, which could complicate the research process Thus, focusing on second-year students enhanced the validity and reliability of the collected data.
Research approach
This action research project aimed to address classroom challenges and enhance professional practices through a structured investigation by the teacher Engaging in research has proven beneficial for educators, enabling them to solidify new knowledge, explore emerging issues, and innovate teaching methods and strategies (Manfra, 2009, p 176).
Action research is favored because it is conducted from a teacher's perspective, focusing on practical solutions within a real classroom environment This iterative process allows for adjustments and repetitions to enhance outcomes Additionally, it promotes collaboration and engagement between instructors and students, fostering a more dynamic learning experience.
According to MacIsaac (1995) (as cited in Yasmeen, 2008), a typical action research includes two cycles, each cycle involves four steps, including plan, action, observe and reflect
Chart 3.1 The action research model
Cycle 1: From the 1 st week to the 4 th week
Step 1- Planning: After the problem is identified, a plan is made in order to make a change and solve the problem
Identify a problem: Observing the unwillingness and inactiveness of students in writing lessons, and their poor performances including the repetition of some mistakes when they hand in their products
To enhance students' writing skills, researchers must create a comprehensive action plan that addresses specific challenges This involves selecting writing assignment topics from the English writing course book, developing detailed lesson plans, and assigning advanced homework when necessary.
Step 2- Action: The plan is conducted
The implementation of writing portfolios involves introducing students to the concept and guiding them in creating their own A rubric outlining the assessment criteria for these portfolios is provided, and students are encouraged to seek clarification as needed The writing lesson follows a structured approach, beginning with the introduction of topics, followed by the provision of relevant vocabulary and structures After completing the first draft in class, students engage in peer review before writing a second draft at home They participate in a teacher-hosted Zoom session, where they have 30 minutes to write the second draft with their cameras and microphones on, subsequently submitting their work via Google Classroom for feedback Following this, students are tasked with writing a third draft, which is collected in the same manner as the second draft.
Step 3- Observation: The process of implementation and results are observed
In this phase, the researcher gathers data and examines the impact of various actions The assessment of students' assignments is conducted from the initial topic to the final one, following the collection of the final drafts, to evaluate any changes made in their writing.
To address the second research question, a questionnaire was distributed to students to gather their insights on the use of portfolios in writing education The focus of the questionnaire was to understand students' perceptions regarding the effectiveness of portfolios in enhancing their writing skills.
Interviews: An interview with 2 questions will be conducted to get more information from participants
Step 4- Reflection: The study procedure and findings are examined and appraised after being observed In this step, the researcher will:
- Reflect on how the data answer the research questions
- Reflect on the teaching practice
- Reflect on the research process
- Relate the study’s findings to broader literature
Cycle 2: From the 5 th week to the 8 th week
After 4 weeks of conducting the study, the researcher discovered that students encountered the difficulty in giving comments on their peers’ work Therefore, the researcher designed a writing checklist (Appendix 4) with detailed criteria for evaluating students’ work and instructed students carefully.
Data collection instruments
The objective of this study is to investigate the impact of portfolios on enhancing writing skills, therefore, three types of instruments for collecting the relevant data were manipulated:
The initial research tool utilized for data collection was a survey questionnaire aimed at understanding students' perceptions of portfolio use in writing education This questionnaire comprised four key categories: (i) students' awareness of writing portfolios, (ii) the methods students employed to create their own portfolios, (iii) students' attitudes towards portfolio usage, and (iv) the challenges students faced when using portfolios in their writing learning process.
Question 1 relates to the students’ awareness of portfolios It includes 4 statements about the definition, purposes, types of portfolios and the materials can be used in a portfolio
Question 2 relates to the way that students carry out portfolio This question includes 7 items that describes the steps used by students
Question 3 relates to the students’ attitudes towards the importance of portfolios It includes 11 items that show the advantages of portfolios
Question 4 focuses on the students’ difficulties when carrying out portfolios This question includes four items that show the obstacles students can face
At the conclusion of the course, an informal discussion will take place between the teacher and students to gather valuable insights regarding the skills acquired through portfolio creation and the challenges faced during the process.
The primary issue with the questionnaires and interviews is their subjectivity, as they rely heavily on participants' opinions and feedback Additionally, students lack pedagogical knowledge, which may compromise the validity and reliability of their assessments regarding the effectiveness of the portfolio Therefore, it is essential to implement a second instrument: the portfolio itself.
Students' portfolios are essential for researchers to assess the improvement in writing skills through the writing portfolio technique An analysis of the collected portfolios highlights participants' progress in writing The teacher implemented a Documentation portfolio, encompassing all student work from initial to final drafts At the course's conclusion, students selected their top three drafts from a total of five for grading.
This study focuses on non-English major students, aiming to alleviate their academic pressure The proposed instrument is anticipated to yield detailed, reliable, and valid data for thorough analysis.
In stage 1, teacher was in charge of reviewing relating literature to outline the portfolio content and introducing the assessment criteria
As for content, the submitted portfolios consist of these following sections:
A cover paper including students’ full name, students’ ID, name of the course
Fifteen drafts of all five writing topics (each topic includes three drafts)
This article outlines the completion of three final drafts for five different writing assignments, including descriptive, narrative, opinion, comparison and contrast, and cause and effect essays Each assignment consists of a first draft that incorporates peer comments, a second draft that reflects teacher feedback, and a polished third draft.
A reflection: What can you learn from this writing course?
To address the students' lack of learning experiences and skills, the teacher offered detailed guidelines and support Prior to assigning written tasks, the teacher provided clear instructions, essential knowledge, and sample writings Weekly writing assignments were given, and the teacher consistently encouraged students, recognizing the challenges they faced with these tasks.
In week 8 of the semester, all students submitted their portfolios for evaluation The teacher assessed and provided feedback on the students' work For final grading, students selected three out of their top five final drafts to be evaluated.
Data collection procedures
The eight-week writing class in the second semester featured weekly ninety-minute sessions, during which students were tasked with completing five essays across diverse genres on general topics that did not necessitate specialized knowledge.
In the writing course, students practiced five essay types: Descriptive, Narrative, Opinion, Comparison and Contrast, and Cause and Effect After initial instruction, they drafted their essays, received peer feedback, and revised their work at home During a Zoom session, students completed their second drafts in 30 minutes, submitting them via Google Classroom for teacher feedback This process culminated in a final draft, developed from instructor comments, which was also submitted similarly The teacher focused on enhancing writing skills without assigning grades, and students were encouraged to organize their work in a folder for easy evaluation After the eighth lesson, students had a week to review their drafts and select three to submit.
The process of making the writing portfolio depicts in the following diagram
Chart 3.2 The process of making writing porfolios
The survey questionnaire was distributed to students to assess their adherence to the essay writing process, their awareness and attitudes, and the challenges they encountered while completing their portfolios Students were encouraged to respond honestly, as there were no right or wrong answers to the questions.
Give and recieve peers' comments
Choose 3 out of 5 drafts for grading
30 required to write their names on the questionnaires to make sure that all of the students would answer frankly and confidently
An informal interview was conducted between the teacher and participants to gather precise insights from students regarding their experiences in creating portfolios, including the benefits they gained and the challenges they faced during the process.
Data analysis procedures
The questionnaire yielded quantitative data, which were analyzed using statistical methods The student responses were processed with the SPSS (Statistical Package for the Social Sciences) software.
The study assessed students' awareness of writing portfolios, their methods of creating these portfolios, and the challenges they faced in utilizing them for writing learning The analysis of student responses revealed that a percentage above 50% indicated a good understanding of writing portfolios, while a percentage below 50% reflected a poor understanding, and a percentage around 50% suggested a neutral or partial understanding.
In a study examining students' attitudes towards the use of portfolios, a 5-point Likert scale was employed, ranging from 1 (strongly disagree) to 5 (strongly agree) for 11 items in question 3 The mean score for each item was calculated, indicating that students exhibited positive attitudes when the mean score exceeded 3, negative attitudes when it fell below 3, and uncertainty when it hovered around the neutral point of 3.
The qualitative data gathered from students' portfolios necessitated that the teacher assess students based on specific criteria to evaluate their comprehension and proficiency in writing various essay genres.
Second language acquisition researchers, such as Housen & Kuiken (2009) and Ortega (2003), emphasize the need for a consistent definition and operationalization of Complexity, Accuracy, and Fluency (CAF) to ensure validated and replicable results across studies As a result, CAF can significantly contribute to understanding language development in L2 writing (Lu, 2011, as cited in Ahmadi & Meihami, 2017).
Writing fluency is assessed by the length of text produced by writers during pauses, as noted by Chenoweth and Hayes (2001) in John (2019) In this study, participants were tasked with completing an essay within a 30-minute timeframe under teacher supervision The measurement of writing fluency was determined by calculating the total number of words and dividing it by the total T-units or sentences.
For instance, in the first assignment, student A could write a 311-word essay with
25 sentences in 30 minutes, therefore the ratio would be 12.44
Complexity would be measured by total number of clauses divided by the total number of T-units or sentences
Student B wrote an essay consisting of 18 T-units and 27 clauses, resulting in a ratio of 1.5 Additionally, the researcher focused on various indexes to assess the participants' improvement According to Ortega (2003), five key indexes should be considered to measure the complexity of L2 writing: sentence complexity, coordination, subordination, length of production, and specific structures.
Accuracy would be measured by total number of Error-free T-units (sentences which have no errors) divided by total number of T-units or sentences
Errors in language learning are systematic deviations that occur when a learner has not fully grasped a language item, leading to consistent mistakes (Norrish, 1987, as cited in Nguyễn, 2020) According to Tesfaye and Tsadik (2015, as cited in Nguyễn, 2020), common types of errors include spelling, word choice, sentence fragments, verb forms, capitalization, punctuation or comma splices, word forms, and run-on sentences.
Here are two sentences from the participants’ essay which can not be considered as error free sentences:
S1: During the trip, I went to a lot of tourist attractions with my family, then we take a lot of photos to post on Facebook
The student uses incorrect verb form in this sentence, specifically, he did not change the verb “take” into the “took” Therefore, the sentence is not an error free sentence
S2: First of all, being a freelancer can avoid the confliction with the colleagues because we don’t meet regularly and face-to-face
There is a word form error since the word “confliction” is a non-existent word
In conclusion, the accuracy of a writing essay can be measured as the following formula:
Ratio (error-free T-units per T-units) =
The data collected from interviews are qualitative data, consequently, the researcher had to identify themes and patterns of meanings across a dataset in relation to the research questions
Thematic analysis, initially developed by Gerald Holton in the 1970s, has gained recognition as a distinct method in social science, featuring a well-defined set of procedures According to Braun & Clarke (2013), this analytical approach is versatile and can be applied to various forms of qualitative data, including interviews.
According to Braun and Clarke (2013), this method involves seven steps:
After thoroughly reviewing the transcriptions, the research team proceeded to code the data to identify key themes, as illustrated in the table below.
Researcher: What problems do you have when you use portfolios in learning writing?
Student 1: “I know that we should practice a lot if we want to be good at writing, but may be one draft for each topic is enough I had to spent 50 minutes for a writing exercise, so to make a portfolio it took me a lot of time.”
Student 2: “During the course I wanted to give up so many times because it was really tiring.”
Student 3: “I think making portfolios is quite difficult I spent a lot of time on writing, then checking my mistakes I know it can help me improve my writing skills, but it still takes a lot of time.”
After coding, reviewing, defining, naming, finally, the research is able to conclude the results of the interview questions.
Chapter summary
This chapter provides a comprehensive background of the study, detailing the college, course, and participants involved It offers a clear definition of action research and outlines the stages involved in executing the project The data collection methods include survey questionnaires, interviews, and students' portfolios The chapter concludes by explaining the data analysis process used to address the research questions.
FINDINGS AND DISCUSSIONS
The impact of the use of portfolios on enhancing writing skills
Table 4.1 Summary of submitted portfolios
4 Working in an office or being a freelancer
Data analysis revealed that portfolio writing significantly enhanced students' overall writing skills Every student in the class demonstrated commitment by taking the schedule seriously and submitting their assignments punctually.
Students were tasked with writing three drafts for each of the five topics covered in the course, culminating in a total of fifteen drafts Despite the seemingly heavy workload, the course structure allowed students to focus on one new essay genre each week, providing ample time for revision and improvement In the initial week, students were introduced to the course framework and learned how to utilize portfolios as effective tools to enhance their writing skills.
In the past weeks, we explored various essay topics, including a person I admire, a memorable trip, and arranged marriages The focus then shifted to working and dating, which served as the basis for our Comparison and Contrast and Cause and Effect essays.
With the purpose to explore the impact of the use of portfolios on learning writing, the researcher applied T-units to analyze fluency, accuracy, and grammatical complexity
In this study, the researcher analyzed the words per T-unit, calculated by dividing the total number of words by the total T-units, or sentences Participants were asked to compose an essay in class within a 30-minute timeframe under the teacher's supervision.
The chart illustrates the increase in word count per writing draft over a specific period In their initial essay, where students wrote about a person they admire, they struggled to express their ideas, averaging only 8 words per sentence However, a noticeable improvement occurred in the second and third drafts, with students composing approximately 10 to 12 words per sentence This progression reflects their growing confidence and experience in writing.
In a recent writing exercise, 36 students followed the steps of a narrative essay to recount their memorable trips Notably, there was a positive trend in their writing, as the average number of words per sentence increased from approximately 10 in the initial draft to 14 in the third draft Additionally, the topic of arranged marriages was introduced as the third writing assignment Initially, students struggled to generate ideas, resulting in an average of only 11 words per sentence in their first drafts However, after revising their work in their writing portfolios, they successfully expanded their sentences to an average of 13 words.
In the second and third drafts, sentences were limited to 15 words each Notably, the transition from draft 1 to draft 3 in the fourth assignment on "Working in an office or being a freelancer" saw an increase of over 5 words per sentence Additionally, the final topic on dating through applications also demonstrated growth, with sentence lengths rising from 14 to 17 words between the first and third drafts.
Positive changes were evident as students benefited from feedback and comments from both peers and teachers This process allowed them time to revise and rewrite by comparing their writing portfolios to identify strengths and weaknesses Additionally, the increase in word count for each assignment varied with the topics, particularly the fourth assignment on occupations, which captured students' interest.
This study measures complexity by calculating the total number of clauses divided by the total number of T-units or sentences Additionally, it evaluates students' writing complexity using five key indexes: sentence complexity, coordination, subordination, length of production, and specific structures.
The chart illustrates the progression in the complexity of writing assignments across drafts Initially, students primarily utilized simple sentences that were familiar and easy to construct However, significant improvements were observed in the second and third drafts, likely due to students' ability to compare their work and incorporate teacher feedback Additionally, students began to employ more complex sentence structures, incorporating subordinating conjunctions such as "because," "although," "in order to," "even if," and "so that" to better connect their ideas.
For instance, with the first writing assignment – descriptive essay, students had to write about a person they like, most of the sentences in P’s work, he wrote in simple sentence
I have many friends, but my best friend is Khanh We enjoy spending time together, playing video games, hanging out, drinking milk tea, and talking for hours.
After submitting the first draft, P received feedback from a friend, prompting him to review the guidelines for writing a descriptive essay before crafting his second draft.
“I have a lot friends but among my friends, Khanh is my best friend
Khanh, my tall and handsome classmate, is someone I truly admire We enjoy spending time together, engaging in activities like playing video games, hanging out, sipping milk tea, and having long conversations.
The second draft underwent grammatical corrections, including changes from "during" to "among" and "drinking" to "drink." Additionally, P recognized the proper essay structure needed for the rewrite Ultimately, he was able to compare his two drafts to create the final version.
“I have a lot of friends and among my friends, Khanh is the one I like best
Khanh is not only tall but also very handsome, which makes him quite appealing I enjoy spending time with him as we engage in various activities together, including playing video games, hanging out, and having long conversations.
Student’s perceptions towards the use of portfolios in learning writing
In order to explore the perceptions of students about the use of portfolios in learning writing, a survey questionnaire and an interview were adopted
The questionnaire was divided into four categories:
(i) Students’ awareness of writing portfolios
(ii) Students’ attitudes towards the use of portfolios
(iii) The way students create their own writing portfolios
(iv) Students’ difficulties in using portfolios in learning writing
The interview included two questions:
(1) What do portfolios help you improve?
(2) What problems did you have when you used portfolios in learning writing?
4.2.1 Students’ awareness of the use of portfolios in learning writing
The initial two questions in the questionnaire assess students' awareness of portfolios The first question features four statements that cover the definitions, purposes, and types of portfolios, while the second question outlines seven steps for creating portfolios To gauge students' understanding of writing portfolios, the percentages for each of the four statements and the seven steps were calculated, with the results presented in the tables below.
Table 4.2 Students’ awareness of the use of portfolios in learning writing
1 Portfolio is regarded as an ongoing assessment that measures the whole learning process 32 94.11%
2 Portfolio is a purposeful collection of learner’s works that shows his/ her efforts, progress, and achievements
3 Reflection and self-evaluation is the most important part of the portfolio 18 52.94%
4 Portfolios can comprise of a variety of materials, such as essays, audio, video recordings, diaries, self- reflection and so on
Table 4.2 indicates that over 90% of students have a strong understanding of portfolios Notably, 82.35% of students recognize that a portfolio is a purposeful collection of their work, reflecting their effort, progress, and achievements This shows clarity in their understanding of the portfolio's definition and purpose Additionally, students' course scores were influenced by their efforts, patience, and cooperation However, responses to statements regarding the importance of reflection and self-evaluation, as well as the variety of materials in a portfolio, were less definitive, with only 52.94% and 55.88% agreement, respectively These figures suggest that nearly half of the students were uncertain about the significance of reflection and the types of materials that can be included in a portfolio.
In order to find out the way students created their own writing portfolios, the collected data was presented in table below
Table 4.3 The way students create their own writing portfolios
1 Brain-storming and making an outline before carrying out your portfolio 27 79.41%
3 Revising your writings base on self- correction 27 79.41%
4 Comparing your portfolio with friends in pairs or groups to revise your writing 18 52.94%
5 Writing the final version with reference to the teacher’s feedback 25 73.52%
6 Editing and choosing best writing pieces 22 64.71%
The data indicates that a significant majority of students, specifically 79.41% (27 out of 34), engaged in essential steps such as brainstorming and outlining before creating their portfolios, as well as revising their work through self-correction This demonstrates their understanding of the importance of goal-setting and organization in the writing process, highlighting their development into independent and self-directed learners Additionally, many students also participated in writing first drafts and final versions based on teacher feedback, further illustrating their commitment to improving their writing skills.
“editing and choosing best writing pieces “with the percentage were about 76.47%,
A significant majority of students, 73.52% and 64.71%, demonstrated a strong commitment to writing drafts and revising their work, recognizing these essential activities as key to enhancing their writing skills Despite the time investment required, students engaged in these processes due to their awareness of the substantial benefits they provide in improving writing proficiency.
Only 18 of the 34 students, representing 52.94%, compared their portfolios with their peers This behavior may stem from a high level of ego, leading them to prefer feedback solely from their teachers, or it could be attributed to a lack of sufficient time.
The least performed task by students was writing a self-reflective report, primarily due to their uncertainty regarding the significance of self-reflection in their portfolios Additionally, a lack of effort or laziness may have contributed to their reluctance to complete the self-reflection report.
Overall, over 50% of students effectively completed 6 out of 7 steps in creating their portfolios However, it was surprising to find that many students showed a lack of interest in self-reflection, which is considered a crucial component of the portfolio process.
Most students have a basic understanding of portfolios, including their definition, content, creation process, and objectives However, some students remain uncertain about the key components of a portfolio and the materials that can be included.
4.2.2 Students’ attitude towards the use of portfolios in learning writing
This article examines students' attitudes towards portfolio usage by analyzing data from the third question of a questionnaire and the first question of an interview.
Table 4.4 Students’ attitude towards the use of portfolios in learning writing
1 Portfolio allows learners to reflect on their progress and helps them see their own improvement over time 3.37
2 Learners can establish learning goals, identify their strengths as well as their weaknesses through their own portfolios
3 Portfolio helps learners increase confidence in written communication 3.82
4 Portfolio helps learners increase motivation in learning
5 Portfolio encourages learners to become independent and self-directed 4.13
6 Portfolio helps learners improve their vocabulary as well as grammar 3.95
7 Portfolio helps learners keep the habit of writing
8 Portfolio enhances communication and interaction between learners and between learners and teachers 3.86
9 Learners can learn and improve their skills from their teachers’ comments and the comparisons with other portfolios
10 Portfolio is a big potential tool to engage learners in the learning process 3.74
11 Portfolio is an enjoyable learning technique 3.75
Subjects registered their agreement using a 5-point likert scale;
The results in Table 4.4 indicate that students strongly believe in the value of teachers' comments and peer comparisons, as evidenced by the highest mean score of 4.35 for the statement, “Learners can learn and improve their skills from their teachers’ comments and the comparisons with other portfolios.” This highlights the critical role of teacher feedback and student discussions in enhancing learning outcomes.
The item “Portfolio encourages learners to become independent and self-directed” received a mean score of 4.13, indicating that many students recognize their ability to take responsibility for their learning through the creation of writing portfolios Additionally, the item “The portfolio helps learners keep the habit of writing English regularly” scored a mean of 4, suggesting that students believe portfolios enable them to practice writing in English more frequently This process requires students to revise their drafts multiple times to achieve a strong final product, ultimately leading to increased writing time and the development of a consistent writing habit.
The findings reveal that students perceive portfolios as beneficial tools for enhancing their vocabulary and grammar, with a mean score of 3.95 for both aspects This suggests that learners recognize the importance of these skills, which are often challenging in mastering English Additionally, students feel empowered by identifying their strengths and weaknesses through their portfolios, leading to increased confidence and interest in their learning journey By understanding their areas for improvement, they can focus on specific aspects to enhance their overall language proficiency.
Students reported that the portfolio significantly boosted their confidence in written communication, with a mean score of 3.86 Additionally, they felt that the portfolio enhanced communication and interaction among peers and between students and teachers, reflected in a mean score of 3.82 This indicates a strong belief in the portfolio's effectiveness in fostering self-confidence and improving interactions within the learning environment.
Besides, the students had the slight positive feelings for three items,
“Portfolio helps to increase motivation in learning English”, “Portfolio is an
47 enjoyable learning technique” and “Portfolio is a big potential tool to engage learners in the learning process” with the mean scores were 3.78, 3.75 and 3.74 respectively
The item with the lowest mean score of 3.37 indicated that students were skeptical about the effectiveness of portfolios in facilitating self-reflection and tracking their progress This suggests that many learners are uncertain about their ability to evaluate their work and recognize their improvements over time.
The implementation of portfolios in writing education is a novel approach at this university, prompting interviews to explore students' perspectives on their use These informal discussions between teachers and students aimed to gather deeper insights, revealing valuable feedback from participants.
Interview question 1: What do portfolios help you improve?
First of all, student H expressed “I am so surprised and excited about my improvement, now I know more vocabulary and grammar structures.”
Chapter summary
The analysis of the results collected from the questionnaires, submitted portfolios, and interviews had the following major findings
The implementation of portfolios has positively impacted students' writing skills Data from submitted portfolios indicate that students are able to produce longer essays within the same timeframe, utilize more complex sentence structures, and incorporate additional subordinate conjunctions while maintaining a low error rate.
The survey and interview results revealed that students' writing skills and knowledge significantly improved through the application of the portfolio technique Most students expressed a positive attitude towards using portfolios as an effective method for enhancing their writing abilities This approach boosted their motivation and confidence, as they could visibly track their progress throughout the course.
Most students demonstrated a general understanding of portfolios based on the initial questions in the questionnaire However, many lacked knowledge about specific details, such as the various types of portfolios.
53 materials collected in a portfolio and the important roles of reflection as well as self-evaluation
Students faced significant challenges while working on their portfolios, primarily due to time constraints Additionally, negative learning attitudes such as laziness, procrastination, and a lack of determination hindered their progress Many also struggled with providing constructive peer feedback on their classmates' work.
On the basic of these findings, suggestions will be made and presented in the next chapter