A Study Of The Integration Of Writing Portfolio And Length Approach On EFL Writing

Emig (1977) pointed out that writing is not only valuable, but also is a unique mode of learning, Hyland(2003) believes that writing should play an important role in the second language acquisition and foreignlanguage teaching. Despite the intense studies concerning English writing teaching in recent years, Englishwriting teaching is remain the most difficult part of English education in China. The length approach is on theview of enhancing students’ self-confidence, to improve students’ writing abilities by encouraging them to writelong compositions. As a formative evaluation, the writing portfolio has the same teaching ideas with the lengthapproach. Based on the previous studies, this study attempts to investigate the effectiveness of the new teachingmethod-the integration of the writing portfolio and the length approach. To improve students’ writing abilitiesby employing qualitative and quantitative statistical approaches from Sept.2012to January,2013. There weretwo classes in non-English major of Zhi Xing College of Northwest Normal University, in which, class1wasrandomly chosen as experimental class, meanwhile, class2randomly as control class. Before the experiment, thetwo classes were similar in the level of English writing. In the experiment, the integration of the portfolioassessment and the length approach was used in English writing of the experimental class, while productapproach was employed in the control class’s English writing. With exception of this, there were the same othersituation in the two classes’ English writing, such as, the same class hours, the same teaching materials, and soon. Try to answer the following question:1. Can the teaching method--the integration of the writing portfolio and length approach promote thestudents’ writing ability?2. What is the students’ attitude towards the integration of length approach and writing portfolio as ateaching method?(1) Can the process of the new teaching method--the integration of the writing portfolio and lengthapproach enhance their growth as writer in general progress?(2) Can the process of the new teaching method--the integration of the writing portfolio and lengthapproach enhance their growth as writer in confidence and motivation?The results of the tests showed that students in experimental class made more progress in writing than thecontrol class; the results of the questionnaires showed that the new teaching method has improved the students’confidence and motivation. However, the participants also articulated a few challenges and concerns, such as1)the teaching method was being time-consuming2) the uncertainty and self-perceived insufficient English proficiency while carrying out self-and peer-assessment3) minimal teacher and peer feedback. Based on theimplication and limitations of the research, the writer will better plan to continue the research for the integrationof length approach and writing portfolio for English writing teaching.