Implementation Of Electronic Writing Portfolio Assessment In College Art Students' English Teaching

College art students in Chongqing University as a whole are poorer in English than other college students, and they differ extraordinarily in English level within the same teaching class. Inevitably, the students with lower English level always find it hard to catch up with what the teacher instructs, while the higher level students are not satisfied with"simple"teaching contents. One of the typical difficulties is that the uniform teaching method and content can hardly satisfy all the students. Thus in order to satisfy the middle and higher level students, the author of this thesis introduces an extra teaching and learning content and also a new method"electronic writing portfolio assessment"to improve their wiring competence in English.The purpose of the empirical study is to investigate the effect of electronic writing portfolio assessment on college art students'writing performance. 62 second-year students of Chongqing University are involved in the present research which lasts 16 weeks. They come from two parallel classes of Meishi Film Academy. They are asked to take part in the experiment of their own accord and are randomly assigned as the experimental group and the control group. The students voluntarily engaged in the experiment are all at middle or higher levels and are willing to join in the whole experiment process. The statistical data show there is no significant difference between the two groups both in English and English writing proficiency before the experiment.The students in the experimental group are trained in advance and undertake the whole electronic writing portfolio assessment process, which mainly involves the following items: submitting cover letter and compositions online, doing self- and peer assessment online, joining in discussion conferences in class, presenting reflective reports and representative works online, making the general assessment at the end of the experiment online, etc. While the students of the control group take the traditional way of writing assessment, that is, they submit compositions by email to the teacher, the teacher alone assesses the compositions with marks and some comments and then sends them back to students.Four research questions are posed in this study: (1) Does electronic writing portfolio assessment improve students'English writing achievements? Compared with the traditional way of writing assessment, can electronic writing portfolio assessment lead to more progress? (2) Does electronic writing portfolio assessment influence college art students'attitude, interest and motivation in English writing? (3) What are the students'attitudes toward electronic writing portfolio assessment? (4) Does electronic writing portfolio assessment help students to cultivate such abilities as autonomy, collaboration, assessment and reflection? If so, do the students seriously involved in the project show more improvement on these abilities than those who are less seriously involved in?Experimental results demonstrate that both the experimental group and the control group have improved their writing achievements, while the experimental group makes more progress than the control group; electronic writing portfolio assessment has positively changed students'attitude, interest and motivation; students view electronic writing portfolio assessment as useful and helpful to the improvement of their writing quality; electronic writing portfolio assessment can help students to cultivate such abilities as autonomy, collaboration, assessment and reflection, and the students seriously involved in the project show more improvement on these abilities than those who are less seriously involved in.In the conclusion chapter, the author summarizes the major findings of this study, analyzes some pedagogical implications and limitations, and gives some recommendations for further study. The author hopes this study can offer some implications for English writing teaching even comprehensive English teaching to college art students, even other non-English majors and English majors, with the expectation that more English teachers and learners will discuss and research on the effects of electronic writing portfolio assessment even English learning portfolio assessment on English teaching. Therefore, English teaching can be carried out effectively.