THE ROLE OF PORTFOLIO IN TEACHING ENGLISH

Abstract

Abstract: This study focuses on determining the impact of the portfolio on
learning products on eighth-grade students in foreign language learning. In the
research, the experimental design pre-test-post-test with a control group was used. In
this twelve-week experimental study, two groups were randomly formed as
experimental and control groups. The activities in the teacher's manual were used with
the control group. However, portfolio activities were also used in the experimental
group. At the beginning and end of the study, both groups received an ability test and
a scale to measure attitudes toward English. Therefore, the impact of the portfolio on
success and attitudes toward English was examined. An achievement test was
developed consisting of 20 multiple-choice grammar and vocabulary questions, a 15-
part listening test, a 15-part reading test, a 15-part speaking test, and a 15-part writing
test. The English attitude scale consisted of 34 items. In addition, the students in the
experimental group were asked five open-ended questions to find out what they thought
about the portfolio. At the end of the research, it was found that the portfolio had a
positive impact on student performance but had no impact on attitudes toward English.
In addition, it had positive effects on writing, listening, and reading skills, but no effect
on speaking skills. The evaluation of the open questions showed that the students liked
the portfolio application and that they generally had a positive attitude toward learning
English. On the other hand, the interview with the students made it clear that the
students liked portfolio activities.