EFL Students’ Perceptions of Reading Portfolios and Teacher Feedback on Reflective Writing

References:

Alfalagg, A. R. (2020). Impact of teacher-student writing conferences on frequency and accuracy
of using cohesive devices in EFL students’ writing. Asian-Pacific Journal of Second and
Foreign Language Education, 5(21), 2-19. https://doi.org/10.1186/s40862-020-00104-z
Agresti, A., Franklin, C., & Klingenberg, B. (2018). Statistics: The Art and Science of Learning from Data (4th ed.). Pearson Education Limited.
Asamoah, D. B. (2019). Traditional assessment procedures, and performance and portfolio assessment procedures: An in-depth comparison. International Journal of Educational Research and Studies, 1(2), 28-30.
Baharom, N., & Shaari, A. H. (2022). Portfolio-based assessment and learner autonomy practice among ESL students. Journal of Language and Linguistic Studies, 18(Special Issue 2), 1289-1305.
Barootchi, N., & Keshavarz, M. H. (2002). Assessment of achievement through portfolios and
teacher-made tests. Educational Research, 44(3), 279-288.
https://doi.org/10.1080/00131880210135313
Bataineh, R. F., & Obeiah, S. F. (2016). The effect of scaffolding and portfolio assessment on
Jordanian EFL learners’ writing. Indonesian Journal of Applied Linguistics, 6(1) 12-19.
https://doi.org/10.17509/ijal.v6i1.2643
Belloni, L. F., & Jongsma, E. A. (1978). The effects of interest on reading comprehension
of low achieving students. Journal of Reading, 22(2), 106-109.
Birenbaum, M., & Feldman, R. A. (1998). Relationships between learning patterns and attitudes
towards two assessment formats. Educational Research, 40(1), 90-98.
http://doi.org/10.1080/0013188980400109
Bitchener, J., Young, S., & Cameron, D. (2005). The effects of different types of corrective
feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
http://doi.org/10.1016/j.jslw.2005.08.001
Boggs, J. A. (2019). Effects of teacher-scaffolded and self-scaffolded corrective feedback
compared to direct corrective feedback on grammatical accuracy in English L2 writing.
Journal of Second Language Writing, 46, 1-13.
https://doi.org/10.1016/j.jslw.2019.100671
Boumediene, H., Berrahal, F. K., & Hardji, M. B. (2018). Using portfolio assessment to enhance
reflective writing in EFL classrooms. Literacy Information and Computer Education
Journal, 9(3), 2994-3001.
Brown, H. D. (2004). Language assessment: Principles and classroom practices. Longman,
Pearson Education, Inc.
Brown, J., & Hudson, T. (2007). The alternatives in language testing. TESOL Quarterly, 32(4),
653-675. https://doi.org/10.2307/3587999
Burner, T. (2014). The potential formative benefits of portfolio assessment in second and foreign
language writing contexts: A review of the literature. Studies in Educational Evaluation,
43, 139-149. https://doi.org/10.1016/j.stueduc.2014.03.002
Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65, 245-281.
http;//dx.doi.org/10.3102/00346543065003245
Cambria, J., & Guthrie, J. R. (2010). “Motivating and engaging students in reading,” The NERA
Journal, 46(1), 16-29.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the
accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12,
267-296. https://doi.org/10.1016/S1060-3743(03)00038-9
Coghlan, D., & Brannik, T. (2005). Doing Action Research in your Organization. Sage
Publications.
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2nd ed.). Lawrence Erlbaum Associates.
Cohen, J. H., & Wiener, R. B. (2003). Literacy portfolios: Improving assessment, teaching, and
learning. Pearson.
Cong-Lem, N. (2019). Portfolios as learning and alternative-assessment tools in EFL context: A
review. Computer-Assisted Language Learning-Electronic Journal, 20(2), 165-180.
Danielson, C. & Abrutyn, L. (1997). An introduction to using portfolios in the classroom.
Association for Supervision and Curriculum Development.
Davis, M. H., Ponnamperuma, G. G., Ker, J. S., & Davis, M. H. (2009). Student perceptions of a
portfolio assessment process. Medical Education, 43, 89-98.
https://doi.org/10.1111/j.1365-2923.2008.03250.x
Do, H. M. (2023). Pedagogical benefits and practical concerns of writing portfolio assessment: Suggestions for teaching L2 writing. TESL-EJ, 27(1). https://doi.org/10.55593/ej.27105a4
Eckstein, G. (2013). Implementing and evaluating a writing conference program for
international L2 writers across language proficiency levels. Journal of Second
Language Writing, 22, 231-239. http://dx.doi.org/10.1016/j.jslw.2013.03.001
Ellis, R. (2009). Corrective feedback and teacher development, L2 Journal, 1. 3-18.
http://doi.org/10.5070/l2.v1i1.9054
Elias, M. J., & Schwab, Y. (2006). From compliance to responsibility: Social and emotional
learning and classroom management. In C. M. Evertson & C. S. Weinstein (Eds),
Handbook of classroom management (pp. 94-115). Lawrence Erlbaum Associates.
Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL writing
course: To what level do portfolios improve reflection in writing? Thinking Skills and
Creativity, 39. https://doi.org/10.1016/j.tsc.2020.100759
Ferris, D. R. (1999). The case for grammar correction in. L2 writing classes: A response to
Truscott (1996). Journal of Second Language Writing, 8(1), 1-10.
https://doi.org/10.1016/S1060-3743(99)80111-6
Ferris, D. R. (2003). Response to student writing: Implications for second language students.
Lawrence Erlbaum Associates.
Ferris, D. (2004). The ‘‘grammar correction’’ debate in L2 Writing: Where are we, and where do
we go from here? (and what do we do in the meantime …?). Journal of Second Language
Writing, 13, 49-62. https://doi.org/10.1016/j.jslw.2004.04.005
Ferris, D. (2006). Does error feedback help student writers? New evidence on the short- and
long-term effects of written error correction. In K. Hyland and F. Hyland (Eds.),
Feedback in second language writing: Contexts and issues (pp. 81-104). Cambridge University Press.
Ferris, D. R., & Helt, M. (2000, March 11-14). Was Truscott right? New evidence on the effects
of error correction in L2 writing classes [Conference presentation]. The American
Association of Applied Linguistics Conference. Vancouver, B. C.
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2012). Written corrective feedback for individual
L2 writers. Journal of Second Language Writing, 22(3), 307-329.
https://doi.org/10.1016/j.jslw.2012.09.009
Ferris, D., & Roberts, B. (2001). Error correction in L2 writing classes: How explicit does it need
to be? Journal of Second Language Writing, 10, 161-184.
https://doi.org/10.1016/S1060-3743(01)00039-X
George, D., & Mallery, P. (2001). SPSS for Windows: A simple guide and reference. Pearson
Education.
Giles, S. L. (2010). Reflective writing and the revision process: What were you thinking?
Writing Spaces: Readings on Writing 1, 191-204.
Gillespie, C. S., Ford, K. L., Gillespie, R. D., & Leavell, A. G. (1996). Portfolio assessment:
Some questions, some answers, some recommendations. Journal of Adolescent & Adult
Literacy, 39(6), 480-491.
Gipps, C. (1994). Developments in educational assessment: What makes a good
test? Assessment in Education: Principles, Policy & Practice, 1(3), 283-292. https://doi.org/10.1080/0969594940010304
Göksu, A. (2015). European Language Portfolio in Turkish High Schools: Attitudes of EFL
Students. Reading Matrix: An International Online Journal, 15(1), 121-132.
Hamlaoui, N., & Fellahi, S. (2017). The role of teacher-student conferencing in improving
grammatical accuracy in university EFL students’ composition writing. Arab World
English Journal, 8(1), 55-65. https://doi.org/10.24093/awej/vol8no1.5
Hamp-Lyons, L., & Condon, W. (2000). Assessing the portfolio: Principles for practice, theory,
and research. Hampton Press.
Harmer, J. (2004). The practice of English language teaching. Longman.
Hartshorn, K. J., & Norman, W. E. (2015). The Effects of dynamic written corrective
feedback: A 30-week study. Journal of Response to Writing, 1(2), 6-34.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language
Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-
36. https://doi.org/10.1007/BF02291575
Kline, R. B. (1998). Principles and practice of structural equation modeling. Guilford.
Lam. R., & Lee. I. (2010). Balancing the dual functions of portfolio assessment. ELT journal,
64(1), 54-64. https://doi.org/10.1093/elt/ccp024
Lalande, J. F. (1982). Reducing composition errors: An experiment. The Modern Language
Journal, 66(2), 140-149. https://doi.org/10.1111/j.1540-4781.1982.tb06973.x
Lam, R. (2022). E-Portfolios for self-regulated and co-regulated learning: A review. Frontiers in Psychology, 13, 1079385. https://doi.org/10.3389/fpsyg.2022.1079385
Lee, I. (1997). “ESL learners’ performance in error correction in writing: Some implications for
college-level teaching”. System, 25, 465-477.
Leon, S., & Elias, M. (1998) A Comparison of Portfolio, Performance, and Traditional
Assessment in the Middle School. Research in Middle Level Education Quarterly, 21(2),
21-37. https://doi.org/ 10.1080/10848959.1998.11670118
Liu, Y. L. (2009). ESL students in the college writing conferences: Perception and
participation (Unpublished doctoral dissertation). The University of Arizona.
López, M. B. (2021). An Updated Typology of Written Corrective Feedback: Resolving
Terminology Issues. Revista Educación, 45(2), 1-14.
https://doi.org/10.15517/revedu.v45i1.43289
Macalister, J. (2011). Today’s teaching, tomorrow’s text: Exploring the teaching of reading. ELT
Journal, 65(2), 161-169. https://doi.org/10.1093/elt/ccq023
Metruk, R. (2018). The Effects of Watching Authentic English Videos with and without Subtitles
on Listening and Reading Skills of EFL Learners. Journal of Mathematics, Science and
Technology Education, 2018, 14(6), 2545-2553. https://doi.org/10.29333/ejmste/90088
Miftah, M. Z. (2013). Implementation of Intensive-Extensive Reading Strategy to improve
reading comprehension. Journal on English as a Foreign Language, 3(1), 21-29.
https://doi.org/10.23971/jefl.v3i1.59
Mohebbi, H. (2021). 25 years on, the written error correction debate continues: an interview
with John Truscott. Asian-Pacific Journal of Second and Foreign Language Education,
6(1), 1-8. https://doi.org/10.1186/s40862-021-00110-9
Moya, S. S., & O’Malley, J. M. (1994). A portfolio assessment model for ESL. The Journal of
Educational Issues of Language Minority Students, 13, 13-36.
Nguyen, M., & Ikeda, M. (2015). The effects of an ePortfolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197-209. https://doi.org/10.1177/1469787415589532
Nichols, S. L., & Brewington, S. (2020). Preservice teachers’ beliefs about high-stakes testing
and their working environments. Education Policy Analysis Archives, 28(30).
https://doi.org/10.14507/epaa.28.4877 https://files.eric.ed.gov/fulltext/EJ1250080.pdf
Pereira, D., Cadime, I., Flores, M. A., Pinheiro, C., & Santos, P. (2022). Investigating the
effect of the programme of study on university students’ perceptions about assessment.
Educational Assessment, 27(1), 71-92. https://doi.org/10.1080/10627197.2022.2027753
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Pimentel, J. L. (2019). Some Biases in Likert Scaling Usage and its Correction. International
Journal of Sciences: Basic and Applied Research, 45(1), 183-191.
Punyapratheep, K., & Wudthayagorn, J. (2022). Portfolio assessment among Thai EFL first-year university students: Perceptions and progress. rEFLections, 29(2), 435-453. https://doi.org/10.61508/refl.v29i2.260768
Rolheiser, C., Bower, B., & Stevahn, L. (2000). The Portfolio Organizer: Succeeding with
Portfolios in Your Classroom. Association for Supervision and Curriculum Development.
Ross, M., Bohlmann, J., & Marren, A. (2024). Reflective writing as summative assessment in higher education: A systematic review. Journal of Perspectives in Applied Academic Practice, 12(1), 54-67. https://doi.org/10.56433/jpaap.v12i1.577
Schoonen, R. (2019). Are reading and writing building on the same skills? The relationship
between reading and writing in L1 and EFL. Reading and Writing, 32, 511-535.
https://doi.org/10.1007/s11145-018-9874-1
Schumann, M., & Baraka, A. (2024). Using REFLECT Rubric for assessing the reflective use of e-portfolios, a qualitative pilot study at Alexandria Faculty of Medicine. Journal of Health Professions Education and Innovation, 1(2), 21-35. https://doi.org/10.21608/JHPEI.2024.251191.1005
Sheen, Y. (2011). Corrective Feedback, Individual Differences and Second Language Learning.
Springer Science+Business Media. https://doi.org/10.1007/978-94-007-0548-7_7
Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The Annals of
the American Academy of Political and Social Science, 683(1), 183-200.
https://doi.org/10.1177/0002716219843818
Sherpa, S.Z. (2021). Effects of direct and indirect written corrective feedback on Bhutanese learners’ grammatical accuracy over time. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 574-603.
Shin, S. J. (2003). The reflective L2 writing teacher. ELT Journal, 57(1), 3-10.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and
metalinguistic explanation on learners’ explicit and implicit knowledge of the English
indefinite article. Journal of Second Language Writing, 22, 286-306.
http://dx.doi.org/10.1016/j.jslw.2013.03.011
Sperling, M. (1990). I want to talk to each of you: Collaboration and the teacher-student writing
conference. Research in the Teaching of English, 24(3), 279-321.
https://doi.org/10.1016/j.sbspro.2012.08.229
Springer, S. E., Dole, J. A., & Hacker, D. J. (2017). The role of interest in reading
comprehension. In S. E. Israel (Ed.), Handbook of research on reading
comprehension (pp. 519-542). The Guilford Press.
Starck, T. L. (1999). Student portfolios: Impact on writing skills and attitudes [Unpublished
doctoral thesis]. Memphis University
Suthipiyapathra, S. (2021). Effects of teacher-student conference on paragraph writing of
EFL students in Thailand. Universal Journal of Educational Research, 9(7), 1385-
1394. https://doi.org/10.13189/ujer.2021.090705
Telçeker, H., & Akcan, S. (2010). The effect of oral and written teacher feedback on students’
revisions in a process-oriented EFL writing class. TESL Reporter, 43(1), 31-49.
Tompkins, G. E. (1990). Teaching writing: Balancing process and product. Merrill Publishing
Company.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language
Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Varnosfadrani, A. D., & Basturkmen, H. (2009). The effectiveness of implicit and explicit
error correction on learners’ performance. System, 37, 82-98.
https://doi.org/10.1016/j.system.2008.04.004
Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research &
Evaluation, 2(2). https://doi.org/10.7275/ffb1-mm19 https://files.eric.ed.gov/fulltext/ED328611.pdf
Wondim, B. M., Bishaw, K. S., & Zeleke, Y. T. (2024). Effectiveness of teachers’ direct and indirect written corrective feedback provision strategies on enhancing students’ writing achievement: Ethiopian university entrants in focus. Heliyon, 2024, e24279. https://doi.org/10.1016/j.heliyon.2024.e24279
Woolf, B. P. (2008). Building intelligent interactive tutors: Student-centered strategies for
revolutionizing E-learning. Morgan Kaufmann.
Yang, L. (2022). Focus and Interaction in Writing Conferences for EFL Writers. SAGE Open, 1-
13. https://doi.org/10.1177/21582440211058200
Yildirim, R. (2013). The Portfolio Effect: Enhancing Turkish ELT Student-Teachers’ Autonomy.
Australian Journal of Teacher Education, 38(8), 92-110.
http://dx.doi.org/10.14221/ajte.2013v38n8.8
van der Gulden, R., Heeneman, S., Kramer, A. W. M., Laan, R. F. J. M., Scherpbier-de Haan, N. D., & Thoonen, B. P. A. (2020). How is self-regulated learning documented in e-portfolios of trainees? A content analysis. BMC Medical Education, 20(1), Article 205. https://doi.org/10.1186/s12909-020-02114-4
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zhang, F. H. (2010). The effects of the portfolio assessment on EFL learners’ reading
performance [Unpublished master’s thesis]. National Chengchi University.
Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13-39). San Diego, CA: Academic Press. http://dx.doi.org/10.1016/B978-012109890-2/50031-7