The outcomes of portfolios and asynchronous computer mediated communication of ELT students in writing

The purpose of this study was to find out whether learners? achievement in writing skills is improved by the implementation of portfolio in writing, the implementation of asynchronous computer mediated communication (ACMC) in writing and to observe the impact of ACMC if it would help to see both the effect of technology use and process oriented assessment. Additionally, the study aimed to examine both face-to-face and online teaching models for the writing course. Lastly, it was to analyze whether an online alternative would be much more beneficial both for the teacher and the students as for interaction, communication, creativity, learner autonomy and making use of the new technology.This study was conducted with 53 first year students in 2009-2010 Spring Academic Year at English Language Teaching Department at Çukurova University. The data were analyzed through the portfolio, and the Asynchronous Computer Mediated Communication applied for the experimental groups and the control group including 15 students that were randomly chosen.The research was designed utilizing a mixture of qualitative and quantitative method. The quantitative data gathered from the tests, the exams and the essays were analyzed using SPSS 15.0 computer program and Concordance 3.3 text analysis program. In order to support the findings with different measurements, the data were collected through both questionnaires and interviews.