International Journal of Applied Research
Vol. 1, Issue 10, Part F (2015)
The Effect of Using Portfolio on the Development of Students’ English Business Writing and their Attitudes towards the course at Sana'a Community College
The primary focus of this study is to investigate the effect of using portfolio on the development of Students’ English business writing course and their attitudes towards it in the Community College-Sana’a, second year students; bachelor and diploma. A quasi-experimental research design was adopted in this study. The sample of the study consisted of 40 female and male students. They were divided into two groups experimental and control. The control group students (N=20) received traditional classroom instruction whereas the experimental group (N=20) received treatment (portfolio assessment on business writing). Data was collected through English business writing test and through a nerve and behavior questionnaire to see their attitudes towards the course. Data analysis was carried out by SPSS statistical computer program. The test and questionnaire scores were analyzed using independent sample t-test, and pair samples t-test. The results revealed that there is a statistical significant difference in business writing improvement according to gender for the sake of female. Also the findings of the post-questionnaire indicated a positive change in the attitude of the sample for the sake of the experimental group attitude towards the course. Based on the findings of the study, some recommendations were stated. One of these recommendations was that portfolio is an effective assessment tool for both students and teachers. Thus, it should be adopted in EFL assessment either in schools or colleges as a complementary alternative along with traditional assessment to shed new light on the process of writing.
How to cite this article:
Fazee Khalid Al-Ezi Al-Muslimi. The Effect of Using Portfolio on the Development of Students’ English Business Writing and their Attitudes towards the course at Sana'a Community College. Int J Appl Res 2015;1(10):414-423.