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The Application of Reading While Writing Portfolio in College English Teaching

Author: LiJun
Tutor: GuoJinHui
School: Shenyang Normal
Course: Curriculum and Pedagogy
Keywords: reading while writing portfolio English teaching reading ability writing ability
CLC: H319
Type: Master's thesis
Year: 2011
Downloads: 49
Quote: 0
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Abstract


Portfolio assessment is a new way of assessment which rose and developed in western countries in 1960’s. It is a purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in given areas. The collections must include student participation in selecting contents, the criteria for selection, the criteria for judging merit and evidence of student self-reflection. Portfolio assessment was introduced to China in 1990’s. At present, it was mainly applied in the basic education. With the popularization of the idea of qualitative evaluation and the implementation of the teaching reform in higher education, applying portfolio assessment into higher education has great significance.In previous studies, most researchers just focused on one aspect of listening, speaking, reading or writing, e.g. the application of reading or writing portfolio in English teaching. There is no research on the combination of reading and writing. So in the study, the author tries to establish reading while writing portfolio to improve non-English major students’ reading and writing ability. The main research questions of the study include the following aspects:1) Whether reading while writing portfolio can improve students’reading and writing ability? Which ability improves higher? 2) Whether reading while writing portfolio can increase students’ interest in English learning? 3) Whether reading while writing portfolio can increase students’self-reflection ability?The 72 subjects of the study came from Shenyang Normal University non-English major freshman. The English level of the two classes was no obvious difference. During the four months teaching practice, the students in both classes had the same English teacher, the same class hours, and the same instructional materials but different assessment methods. The experimental class used the portfolio assessment, but the control class used the traditional assessment. Before and after the experiment, the two classes were required to take a pretest and a posttest respectively, at the same time; two questionnaires were designed and distributed. According to the analysis and comparison of the data, it is proved that portfolio assessment is feasible in higher education, and it can improve students’ reading and writing ability, but the reading ability improves higher, it can improve students’ self-reflection as well as their interest in English learning.At last, the author summarized the whole study and pointed out the limitations of the study and offered some suggestions.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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