Data were analyzed using a qualitative and quantitative strategy. Data were gained from student text analyses, classroom observations, the use of questionnaire, and interview. The study took place in one semester, and it employed an action research design. The present study was conducted in an English writing class at the tertiary level including fifteen student teachers as the participants. Lingual empowerment was the improvement of writing where students could produce an effective or proficient text, whereas personal empowerment was concerned with the improvement of writing in which students showed a positive attitude in developing the text and towards their writing performance. Meanwhile, the term ‘empowerment’ was understood as the improvement in writing involving two aspects: lingual and personal empowerment. They were defined as a selected collection of students’ works that exhibited their efforts, progress, and achievements in an English writing class in one semester. In this study, portfolios were conceptualized as an approach to teaching writing. The present study is about empowering EFL students in writing through portfolios-based instruction.
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