The Effect of Portfolio Assessment on EFL Learners’ L2 Writing Performance

Abstract

This study investigated the effect of portfolio on writing performance of EFL learners. The participants were 60 undergraduate EFL students in Frisby Language School in Babol, Iran. They were randomly divided into experimental and control groups of 30 each. The experimental group received the treatment (portfolio assessment) while the control group underwent the traditional approach of writing assessment. The participants were also required to complete a questionnaire to assess their reflection and self-assessment. Results of the study indicate that portfolio-based writing assessment has a positive effect on writing ability.