Portfolio-based instruction raises EFL learners' motivation in reading comprehension courses¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group ranked significantly higher than the control group on the motivation questionnaire at posttest (U=403.500, P=0.049). → Hosna Hosseini & Zargham Ghabanchi 2014

Evidence¶

Hosna Hosseini & Zargham Ghabanchi 2014¶

Hosna Hosseini & Zargham Ghabanchi. (2014). The Effect of Portfolio Assessment on EFL Learners' Reading Comprehension and Motivation. English Language Teaching, 7(5). https://doi.org/10.5539/elt.v7n5p110

q2 · i? · causal · r2

Mann-Whitney U test on motivation questionnaire posttest scores of the same 65-student quasi-experiment; the article reports "a significant difference between the groups (u=403.500, P=0.049<0.05, two tailed)". Pretest motivation did not differ (U=557.000, p=0.815).

"The findings obtained from the Mann-Whitney Utest revealed a significant difference between the groups (u=403.500, P=0.049<0.05, two tailed). The participants in the experimental group enjoying portfolio-based instruction ranked higher in the motivation test than the control group."

Discussion¶

Related Claims¶

• Portfolio-based instruction improves EFL learners' reading comprehension scores relative to non-portfolio instruction — related
• Students' self-reports corroborate the questionnaire finding that portfolio implementation enhanced their motivation — possibly the same claim (merge candidate)
• Portfolio-based writing assessment produced higher final examination writing scores than traditional non-portfolio assessment in an EFL composition course — related
• Portfolio assessment is followed by a statistically significant posttest difference in idiom knowledge between Iranian upper-intermediate EFL learners who kept portfolios and those who received traditional instruction — related