An Empirical Study On The Application Of Portfolio Assessment In English Writing Teaching In Senior High School

English writing instruction plays an important role in English teaching activities in senior high school and how to improve writing instruction quality and effectiveness has been a hot topic in recent years in the field of English education.At present,in normal senior high schools,English teachers still adopt traditional teaching and evaluating method in writing instruction.They pay much attention to students' writing products but neglect their writing process.Traditional writing instruction mainly depends on teacher evaluation while students are seldom required to do self-assessment and self-reflection.Therefore,the reform of the teaching and assessing methods in senior high school is of great significance.As an important approach of formative assessment,portfolio assessment receives much attention in recent years.This thesis focuses on the feasibility and effectiveness of portfolio assessment on English writing instruction in senior high school with the purpose of offering a new effective tool to promote the teaching of English writing.The experiment started from September to December in 2016,and the experimental participants were 100 students of Grade 1 at the No.4 Senior High School in Jinzhou.These 100 students were from Class 1 and Class 2,and Class 1 was selected as the experimental class(EC)and Class 2 was regarded as the control class(CC)randomly.The author proposed three research questions:(1)Can portfolio assessment affect students' writing strategies?(2)Can portfolio assessment effectively improve students' self-reflection ability in the process of English writing?(3)Can portfolio assessment effectively promote students' writing proficiency?The author implemented portfolio assessment in the EC while the CC received the traditional evaluation method in writing instruction.And the data was collected from questionnaires,writing tests and classroom observation.Then SPSS was used to analyze the data.According to the data analysis,the author drew the following conclusions: 1.Portfolio assessment can affect and improve students' application of English writing strategies.2.The application of portfolio assessment can improve students' self-reflection ability in English writing.3.The application of portfolio assessment can effectively promote students' English writing proficiency.The research shows there is no doubt that portfolio assessment can improve English writing teaching.At last,the author concludes some problems in portfolio assessment's implementation.Based on the major findings,some implications for the teaching of English writing are summarized by the author.With limitations of the study analyzed,the author offers several suggestions for further research.