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ment of a competency”.According to Delett,Barnhardt,and Kevorkian(2001),portfolio offers informationabout what learners can do and provides multiple perspectives of learner’s efforts overtime.Moreover,it encourages self-reflection ability and connect instruction withassessment.Brindley(2003)points out that the portfolio is particularly useful indemonstrating students’effort and progress over a period of time.Cohen and Manion(2010)propose that it is a collection of samples of students’work over time,usuallycontaining the best pieces of work in the field,which may have been produced fromprevious drafts,and it will comprise different kinds of work:projects,reports,essays,assignments,reflective writing,self-assessment,tests material,homework,class work.

Chapter Three Research Design...........................31

3.1 Research Questions................................31

3.2 Participants......................31

Chapter Four Results and Discussion......................60

4.1 Current Situation of English Writing.....................60

4.1.1 Results of Questionnaire on Current Situation of English Writing.......60

4.1.2 Discussion on the Current Situation of English Writing.......................64

Chapter Five Conclusion.........................92

5.1 Major Findings.....................................92

5.2 Implication of the Study........................94

Chapter Four Results and Discussion

4.1 Current Situation of English Writing

4.1.1 Results of Questionnaire on Current Situation of English Writing

The results of the questionnaires were analyzed from the following aspects:a)students’writing interest,b)writing confidence,c)writing self-knowledge,d)writinginitiative,e)reflection ability in writing,f)writing evaluation,g)students’viewsabout writing portfolio.

4.1.1.1 Results of Students’Writing Interest

Table 4-1 presents the descriptive statistical results of students’writing interest.

As can be seen in this table,the mean score of the item one and item two are 2.31and 1.97,respectively,which are under the midpoint scale value of 3.00.57%of thestudents were not interested in English writing and 75%of the students did not like to discuss English compositions with each other.Thus,we can conclude that most ofstudents at this school were not very interested in English writing before the research.

Chapter Five Conclusion

5.1 Major Findings

The present study aimed at exploring the effect of portfolio assessment onimproving senior two students’English writing ability at Jiu Quan No.1 MiddleSchool.Before the experiment,the students’current situation of English writing wasinvestigated by a questionnaire.Then,the impacts of portfolio assessment onstudents’writing scores and writing ability in terms of content,organization,vocabulary usage,sentence construction,spelling and punctuation were explored bytests and analysis of students’writing samples.Finally,the students’attitudes towardsportfolio assessment were explored by a questionnaire and a semi-structured interview.The major find本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。