Öğrencilerin yazma konusundaki güvenlerinin arttırılmasında ve yazmaya karşı tutumlarının geliştirilmesinde yazım portföylerinin rolü

This study investigated the role of writing portfolios in increasing learners?confidence in writing and possible attitude changes towards writing. The study alsoexamined the attitudes of students and teachers towards using writing portfolios as aself-assessment tool. The study was conducted with 60 pre-intermediate levelstudents, one experimental and two control groups, and their classroom teacher in thePreparatory School of English at Zonguldak Karaelmas University in the springsemester of 2006.The data for the study were gathered through two questionnaires, interviews,reflection papers, and peer- and self-assessment sheets. A six-week portfolioimplementation was started for the experimental group after the administration ofpre-questionnaires to all groups. After the implementation, the experimental and thecontrol groups were given the same questionnaires as post-treatment. The interviewswere conducted with the experimental group students and their instructor.The results of the analysis of the questionnaires revealed no significantdifferences after the treatment in the students? confidence level in writing. However,there was a significant increase in the experimental group students? attitudes towardswriting. The analysis of the qualitative data supported this increase and suggestedthat both the students and the teacher were positive towards using writing portfoliosas a self-assessment tool.Key Terminology: Portfolio, self-assessment.