VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THI ̣ HẠNH A STUDY ON USING PORTFOLIO ASSESSMENT TO MOTIVATE 9TH FORM STUDENTS AT NAM HAI LOWER SECONDARY SCHOOL TO LEAN ENGLISH (NGHIÊN CỨU VIỆC SỬ DỤNG PHƯƠNG PHÁP ĐÁNH GIÁ TUYỂN TẬP BÀI LÀM NHẰM TĂNG HỨNG THÚ CHO HỌC SINH KHỐI LỚP TRƯỜNG THCS NAM HẢI HỌC MÔN TIẾNG ANH) M.A Minor Thesis Field: English Language Teaching Methodology Code: 60.14.10 HA NOI – 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ HẠNH A STUDY ON USING PORTFOLIO ASSESSMENT TO MOTIVATE 9TH FORM STUDENTS AT NAM HAI LOWER SECONDARY SCHOOL TO LEAN ENGLISH (NGHIÊN CỨU VIỆC SỬ DỤNG PHƯƠNG PHÁP ĐÁNH GIÁ TUYỂN TẬP BÀI LÀM NHẰM TĂNG HỨNG THÚ CHO HỌC SINH KHỐI LỚP TRƯỜNG THCS NAM HẢI HỌC MÔN TIẾNG ANH) M.A Minor Thesis Field: English Language Teaching Methodology Code: 60.14.10 Supervisor: Phạm Thị Hạnh, M.A HÀ NỘI - 2012 TABLE OF CONTENTS Declaration i Acknowledgements ii Abstract iii Table of contents iv List of figures, tables and abbreviations vi PART A INTRODUCTION Rationale of the study Aims of the study Research questions Significance of the study Scope of the study Methods of the study Design of the study PART B DEVLOPMENT CHAPTER 1: LITERATURE REVIEW………………………………… 1.1 Theoretical background of motivation 1.1.1 Defining motivation 1.1.2 Motivation in second language learning 1.1.3 Strategies to motivate language learner 1.2 Theoretical background of portfolio assessment 1.2.1 Defining portfolios 1.2.2 Portfolios in Language education 10 1.2.3 Portfolios in ESL as Alternative Assessment 10 1.2.4 The advantages and disadvantages of portfolio assessment 11 1.2.5 Portfolio Assessment Model 14 CHAPTER 2: THE STUDY……………………………………………… 17 2.1 The setting of the study 17 2.1.1.The textbook and the current methods of testing and assessment iv 17 2.1.2 The subject of the study 18 2.1.3 The researcher 18 2.2 Data collection instruments 19 2.2.1 Questionnaires 19 2.2.2 Students' portfolios 20 2.2.3 Interviews 21 2.3 Data collection procedures 21 2.4 Data analysis procedures 26 CHAPTER 3: FINDINGS, DISCUSSIONS, AND RECOMMENDATIONS… 27 3.1 The participants 27 3.2 The effects of portfolio assessment on students' motivation and proficiency in learning English 30 3.2.1 The effect of portfolio assessment on students' motivation 30 3.2.2 The effect of portfolio assessment on students' proficiency in learning English 32 3.3 Students' difficulties in doing the portfolio assessment program 34 3.4 Teacher and students' recommendations for the portfolio assessment program 34 3.5 Feasibility of motivating students to learn English through portfolio assessment 35 PART C CONCLUSION I Implications and suggestions for using portfolio assessment for 9th form students in learning English subject 38 For teachers 38 Considerations when using the portfolio assessment program 39 II Conclusion 40 III Limitations and recommendations for further study 40 References………………………………………………………………… 41 Appendixes v Lists of FIGURES, tables and abbreviations Figure 1: Students’ needs and wants in the second semester Figure 2: Students’ preferences about activities in English subject Table 1: The criteria assessment for grade students' portfolios Table 2: 45-minute test scores and portfolio scores Abbreviations: ESL: Second language learning L2: Second language S: Student vi PART A INTRODUCTION This chapter presents the rationale, states the aims and research questions of the study It also describes the significance, the scope, as well as the methods of the research In addition, it further provides an overview of the research design Rationale of the study The reform of teaching methods is one of the spirits of innovations in education at all levels of our country Nowadays people often mention about education initiative or active learning, which is the transfer of the central role of teachers in the classroom to the students In this approach, students not depend too much on the training process and the main keys for them are self-study, selfdiscovery, self-esteem, self-efficacy and self-assessment Therefore, in order to improve the quality of training, there must be not only focus on teachers, or innovative teaching methods but also need to enhance methods of testing and assessing students Besides, evaluation must be organized systematically to see the whole learning process of students, and assessment tools must combine multiple and diverse forms So far, in Viet Nam education system, when referring to evaluation and assessment, people often think about traditional tests, which involve the using of paper-and-pencil, standardized tests to assess students' performance under time pressure and the memorization of the knowledge What is more, basing on the final scores, teachers and administrations assess each of individual students Actually, this is sometimes a bit one-sided factor as the scores not show everything to evaluate students Moreover, scores are only part of the assessment and teachers should not only base on scores to assess them Additionally, currently there are many ways to examine students’ assessment in the world, and the utility of portfolio assessment as an alternative assessment is one of them More obviously, research evidence suggests that portfolio assessment which expresses strongly one of the final aims of testing and assessing students’ achievement is “motivates students to learn” plays an important role in impacting and motivating ESL students to study and improve their English level Thus, that is a great value to apply in context of ninth graders at Nam Hai lower secondary school since they are said to lose their motivation in learning English for some various reasons From the above assumptions, the author is inspired to carry her thesis on the topic “A study on using portfolio assessment to motivate 9th form students at Nam Hai lower secondary school to learn English” I hope that the ideas of the thesis will contribute meaningfully to improve the quality of teaching and learning English subject at my school in particular and other schools throughout the country in general Aims of the study The purpose of the study is to investigate the feasibility of using portfolio assessment to motivate grade students to learn English at Nam Hai lower secondary school It aims specifically at: - finding the attitudes of students and teacher towards the application of portfolio assessment program on the English subject - exploring the effects of portfolio assessment method on students’ motivation and proficiency in learning English - giving some recommendations for motivating students to learn English through portfolio assessment Research questions The research questions of the study are as follows: What are the attitudes of students and teacher towards the application of portfolio assessment program on the English subject? What is the effect of portfolio assessment method on students’ motivation? What is the relation between portfolio scores and the 45-minute written test scores? Significance of the study The famous researcher Littlewood (1984) said, "In second language learning as well as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres" Motivation can strongly help a language learner succeed with the language Therefore, the understanding of its role and related theory is very necessary for all the teachers as well as learners of English If portfolio assessment method can indeed enhance students' motivation, then using and applying it in teaching and learning English may have considerable improvements for English classroom The outcomes of the study and some recommendations will supply with practical benefits to teaching and learning English Teachers and learners will come to know the useful role of portfolio assessment and make use of some portfolio assessment techniques powerfully Scope of the study As it is stated in the title, the focus of this study is only on the grade nine students Particularly, the subjects are limited to the thirty-eight students from a ninth grade class at Nam Hai lower secondary school Furthermore, within a variety of alternative assessments, the researcher examines the effectiveness of only one type that is portfolio assessment Last but not least, due to limited time, the study targets specially at the advantage of portfolio assessment in the field of motivation, not the other advantages as a whole Methods of the study The research was realized with regard to both quantitative and qualitative analysis In order to achieve the main purpose of the study, an experimental research was conducted To collect data, three main research instruments are made used of, namely questionnaires, students’ portfolios and interviews As for the first instrument, there are two questionnaires- the pre-treatment questionnaire and its post-questionnaire version They were used to gather information to answer the research questions In addition, students’ portfolios with three main sources, i.e students’ cover letters, scores of portfolios and scores of a 45-minute written test were utilized so as to seek the valid and reliable data for the analysis Besides, the interviews were also carried out to reveal the effectiveness and feasibility of the portfolio assessment Design of the study The study is divided into three parts: the introduction, the development, and the conclusion Part A: Introduction –provides the rationale, the research questions, the aims, the significance, the scope, the methods and the design of the study Part B: Development – consists of three chapters Chapter 1: Literature Review – introduces the literature related to the two main parts: theoretical background of motivation, and theoretical background of portfolio assessment Chapter 2: The study – focuses on the methodology used in this research including the setting of the study such as the textbook and the current methods of testing and assessment, the subject of the study, and the researcher, data collection instruments, data collection procedures, as well as data analysis procedures Chapter 3: Findings, discussions, and recommendations – shows major findings, discussions and offers recommendations for motivating students to learn English through portfolio assessment Part C: Conclusion – is a summary of the study in which the implications and recommendations for motivating students to learn English through portfolio assessment are discussed, and the limitations of the study and suggestions for further research are presented PART B DEVLOPMENT CHAPTER 1: LITERATURE REVIEW This chapter studies a range of literature review related to the study The two main features presented are theoretical background of motivation and theoretical background of portfolio assessment 1.1 Theoretical background of motivation 1.1.1 Defining motivation “Motivation is a very complex phenomenon with many facets […] Thus, it is not possible to give a simple definition” These are the words of Gardner (2006, p.242) From his point of views, it can be said that the term motivation is defined differently by different researchers As for Woolfolk (2001), he argues that motivation is an internal state that arouses directs and maintained behavior Sharing the same viewpoints, Harmer (2001, p.51) mentions that "at its most basic level, motivation is some kind of internal drive which pushes someone to things in order to achieve something" Dornyei (2001) gives an extensive explanation of motivation He shares the same viewpoints with these authors above, but he further suggests that apart from all the internal factors, there still exists the external ones He states "motivation explains why people decide to something, how hard they are going to pursue it and how long they are willing to sustain the activities" Thus, it can be inferred from his outlooks that motivation and satisfaction of needs and desire have a mutual connection, and it is in either internal or external to the individual In conclusion, motivation is a factor that exists in both intrinsic and extrinsic consciousness of a person; it shows and encourages human the ways to accomplish everything that he or she really wants in his/her life You should arrange books into sections Books The house was cheap so we decided to buy it Because "I live here with my parents" Tom said to Nam Tom said to Nam that IV Complete the passage by using correct prepositions then answer some question below (3pts) Two popular traditions (1) Christmas are decorating the home and singing Christmas carols The home is the center (2) the Christmas celebration Inside, an evergreen tree is usually placed (3) a corner of the living room The wrap strings (4) colorful lights around the tree The hang ornament (5) the branches Carefully- wrapped gifts are placed beneath Outside, families often string lights around windows and wind lights around trees (6) the front yard, (7) Christmas' Eve, family members gather around the Christmas tree to sing traditional songs such as Jingle Bells and Silent Night and then give presents (8) .each other Questions: What are the popular traditions at Christmas? 10 Where is the evergreen put? 11 Where they put the gifts? 12 What family members often on Christmas' Eve? VII EXERCISE 02 I Choose the correct answer in the following sentences (2.5 pts) If a disaster in an area, people from other areas will offer help A happens B will happen C happening D would happen There is too much traffic the air is polluted A however B since C therefore D but Run .and you'll catch the ball A fastly B fast C good D soft .a letter to Lan yet? Not yet I have been busy A Have you write B Have you written C Did you written D you write This is a machine which to wash clothes A used B uses C is used D is using Vietnam is a country exports a lot of rice A that B where C when D which At Christmas, people often a tree A are decorated B were decorated C decorating D decorate The teacher told the students A he is tired and wants to go home B he is tired and wanted to go home C he was tired and wants to go home D he was tired and wanted to go home Do you know where I can find the best place A to eat B to eating C for eat D for eating VIII 10 Last night I was watching TV the bell rang A the B and C when D while II Use the correct form of the words in brackets (2pts) We like living there because the people are (friend) In big cities, the streets are (crowd) with people and vehicles Tet is the most important (celebrate) for Vietnamese Our teacher gave us (advice) on how to improve our English III Supply the correct tense or form of the verbs in brackets (2pts) My brother (come) home late last night He (not get) up yet We had a good time (hike) in the mountains (Not make) such noise My father (sleep) Nam (take) a train to Hanoi yesterday He (take) many trips there since he (start) his study in Hanoi three years ago IV Fill in the blanks with suitable prepositions (1.5 pts) I'll wait you are ready You can never depend his arriving on time You should bring your raincoat just case Tomatoes can suck anything that is in their path Which planet is closest the earth? I was disappointed not finding her at home V Read the passage carefully then answer some questions below (2pts) Sports and games make our body strong, prevent us from getting too fat and keep us healthy, these are not their only uses They give us valuable practice in making eyes, brains and muscles work together Sports and games are also useful for character training, boys and girls may learn about such virtues as courage, discipline and love their country What are the uses of sports and games to our body? Do sports and games make eyes, brains and muscles work together? Are sports and game successful for character training? What virtue may boys and girls learn about? IX EXERCISE 03 I Choose the best answer by circling A, B, C or D (3pts) My mother showed me how clothes A to make B making C make Life in the city is different life in the country A to B of C from The fresh air in the countryside is good for our A healthy B health C healthful We Friends for 10 years A has been B have been C was They arrived early order to get good seats A in B on C out Would you cleaning the floor for me? A like B please C mind Don't let the children near the lake A played B playing C play You can use computers, ? A you B don't you C can you There is nothing to prevent the children playing here A from B of C away 10 She asked me A where I live B where I live C where I lived 11 He woke up late so he didn't have time for breakfast A if B so C because 12 A dripping faucet can 500 liters of water a month A waste B save C reduce II Supply the correct tense form of verbs in brackets (2pts) D made D with D healthily D were D at D rather D plays D can't you D to D where I am living D although D produce The teacher (explain) to you if you ask him I (speak) to her about that matter several times already A new textbook (publish) by that company next year Listen! someone (knock) .on the front door III Finish the second sentence so that it has the same meaning as the first (1,5pts) Parents ought to send their children to school Children Please don't talk in class Lan told us Lan told us Everyday thousand of trees are cut down in the world Everyday people X The red dress is more expensive than the blue one The blue dress isn't My little sister likes to watch cartoons My little sister enjoys You must return this book to the library within five years This book IV Use the correct form of the verb in brackets (1,5pts) I passed the exam but I failed the oral test (write) What is your television programs (favor) A course for will be available on August 1st (begin) Playing tennis is my favorite in my free time (active) How many planets are there in our system (sun) These workers got a bonus because they did their jobs (effect) V Read the following passage and write T (true) or F (false) after statements about the passage (2pts) Milk is considered the most nearly perfect of all foods Because it contains most of the elements the body needs, a person could live on milk alone for some time In addition to containing things the body need, milk contains them in a form that is easy for the body to use There is fat in milk Milk also contains sugar and protein, which are necessary to the body In desert countries, people get milk from the camels The normal Lapps drink reindeer milk In Switzerland, much milk comes from goals In the USA, many gallons of milk are available to each man, woman and child Milk contains fat and sugar Milk contains no protein Reindeer can give milk There are cows for every person in the USA XI EXERCISE 01- ANSWER KEYS I 0.25x 16 = 4pts carefully which going 13 would you at don't you 10 apart 14 to take because will die 11 is loved 15 abroad not to stay if I liked 12 although 16 erupt not to make were would you II 0.25x = 1pt was built III 0.5x = 2pts It took us hours to paint the room Books should be arranged into sections Because the house was cheap, we decided to buy it Tom said to Nam that he lived there with his parents IV 0.25x 12 = 3pts at of on of on to in in The popular traditions at Christmas are decorating the home and singing Christmas carols 10 It is put / placed in a corner of the living room 11 The gifts are placed beneath the evergreen tree 12 They often gather around the Christmas tree to sing traditional songs such as Jingle Bells and Silent Night and then give presents to each other XII EXERCISE 02- ANSWER KEYS I 0.25x 10 = 2.5pts 1A 4B 7D 2C 5C 8D 3B 6B 9A crowded 10 C celebration II 0.5x 4= 2pts friendly advice III 0.25x = 2pts come- hasn't got Don't make- is sleeping hiking took- has taken- started IV 0.25x 6= 1.5 pts until in to on up at V 0.5x = 2pts They make our body strong, prevent us from getting too fat and keep us healthy Yes, they Yes, they are They learn about such virtues as courage, discipline and love their country XIII EXERCISE 03- ANSWER KEYS I 0.25x 12 = 3pts 1A 4B 7C 10 C 2C 5A 8D 11 B 3B 6C 9A 12 A have spoken will be published is knocking II 0.5x = 2pts will explain III 0.25x = 1.5 pts Children ought to be sent to school by their parents Lan told us not to talk in class Everyday people cut down thousand of trees in the world The blue dress isn't so/ as expensive as the red one My little sister enjoys watching cartoons This book must be returned to the library within years IV 0.25x = 1.5 pts written beginners solar favourite activity effectively V 0.5x = 2pts 1T 2F 3T XIV 4F Appendix HƢỚNG DẪN THỰC HIỆN SỬ DỤNG "PHƢƠNG PHÁP ĐÁNH GIÁ TUYỂN TẬP BÀI LÀM" TRONG MÔN TIẾNG ANH CHO HỌC SINH KHỐI LỚP 9- TRƢỜNG THCS NAM HẢI I Định nghĩa "tuyển tập làm" (Portfolio) Tuyển tập làm (Portfolio) hình thức chọn lựa có tính mục đích cơng trình (bài làm) học sinh, nhằm miêu tả cố gắng, nỗ lực hay tiến học sinh mơn học II Định nghĩa "phƣơng pháp đánh giá tuyển tập làm" (Portfolio assessment) Phương pháp đánh giá tuyển tập làm hình thức đánh giá tuyển tập làm học sinh, theo tiêu chí thang điểm giáo viên học sinh đưa ra, từ trước học sinh tiến hành thực trình tuyển tập làm III Phƣơng pháp đánh giá tuyển tập làm môn tiếng Anh cho học sinh khối lớp Mục đích - Tuyển tập làm học sinh xây dựng với nội dung chương trình sách giáo khoa tiếng Anh lớp 9, bắt đầu thực từ (Unit 9) đến hết chương trình học kì 2, với số mục đích sau: o Đóng vai trị cơng cụ học tập hữu ích, thiết thực cho em học sinh, nhằm giúp em tăng hứng thú học tập tích cực việc học mơn tiếng Anh o Sau giáo viên đánh giá cho điểm tuyển tập làm học sinh, điểm số sử dụng để thay cho điểm kiểm tra 15' thường kì học sinh Tiến trình thực "tuyển tập làm" đánh giá "tuyển tập làm" a Thời gian thực - Học sinh thực làm "tuyển tập làm" thời gian tuần học kì năm học 2011-2012, ngày 12/3/2012 đến hết ngày 5/5/2012 Sau thời gian trên, học sinh tổng hợp thu lại "tuyển tập làm" cho giáo viên đánh giá chấm điểm Kết thúc chương XV trình, học sinh bố trí buổi học riêng, để trao đổi, phản hồi với giáo viên phương pháp học sinh thực b Địa điểm tiến hành - Hầu hết tất yêu cầu "tuyển tập làm" học sinh thực nhà, phịng máy tính có số yêu cầu thực lớp (trong nghỉ giải lao tiết học) c Yêu cầu trƣớc thực tuyển tập làm - Học sinh chuẩn bị số tập giấy để làm - Mỗi học sinh chuẩn bị folder (tập tài liệu) để lưu trữ làm, phía bên ngồi folder, có dán nhãn ghi rõ họ tên, lớp học sinh d Nội dung tuyển tập làm Mỗi tuyển tập làm học sinh bao gồm nội dung sau: Nội dung số  Một số câu trả lời học sinh cho câu hỏi sau: "Em làm em học giỏi môn tiếng Anh?" (Những câu trả lời đặt trang tuyển tập làm) Nội dung số  Mục tiêu em cho mơn tiếng Anh học kì này, học sinh cần ghi mục tiêu đặt trang thứ hai tuyển tập làm Nội dung số  Một thư cuối kì gửi giáo viên, học sinh phát biểu cảm nghĩ trình thực tuyển tập làm, với câu trả lời cho câu hỏi sau: (1) Tuyển tập làm mang lại cho em lợi ích gì? (What can you increase from doing the portfolio?) (2) Trong trình thực tuyển tập làm, em gặp phải khó khăn ? (In the process of composing the portfolio what difficulties did you meet?) (3) Em có đề xuất để làm cho tuyển tập làm trở nên thực hữu ích thú vị cho em việc học tiếng Anh em không? (Can you give some suggestions to make the portfolio more interesting and beneficial to you and your learning of English subject?) XVI (Lưu ý: Học sinh viết thư tiếng Anh hay tiếng Việt tùy theo ý muốn học sinh viết theo thể tự khơng giới hạn hình thức độ dài, thư cuối kì đặt trang thứ ba tuyển tập làm.) Nội dung số  Tất yêu cầu mục "Nội dung tuyển tập làm" đặt trang tuyển tập làm (Xem bảng bên dưới) Nội dung số  Tất làm phần "Các hoạt động khuyến khích" đặt trang Phần sử dụng phần thưởng điểm cho học sinh Một số yêu cầu phần là: - sưu tầm câu chuyện, báo chủ đề: + gương học sinh học giỏi mơn tiếng Anh, hay người nói sử dụng tiếng Anh giỏi + chiến lược hay cách học mơn tiếng Anh hiệu (ví dụ học từ mới, ngữ pháp, kĩ nghe, nói, đọc, viết v.v ) (Sau sưu tầm, học sinh viết lại hay tóm tắt lại ý báo, câu chuyện giấy) - vẽ học sinh nội dung học, hình vẽ minh họa cho từ học - số file, hay đĩa nhạc có chứa hát, câu chuyện, tin tiếng Anh học sinh ưa thích Nội dung số  Tất tài liệu, tờ phát, kiểm tra, tờ sửa cho bạn (peer response worksheet), viết nháp suốt học kì học sinh (các tài liệu đặt phần cuối tuyển tập làm) e Thang điểm cho việc chấm tuyển tập làm học sinh XVII Điểm tối đa Tiêu chí Chứa đầy đủ tất yêu cầu nội dung tuyển tập làm (các nội 3.5 dung số 1, 2, 3, 4, 6) Trình bày nội dung rõ ràng, logic, dễ hiểu 0.5 Chỉ sáng tạo trình thực tuyển tập làm 3.5 tiến học tập Bức thư cuối kì sâu sắc, ý nghĩa đóng góp cho phát triển mơn học Nộp thời gian Bao gồm nội dung số (Các hoạt động khuyến khích) tuyển tập 0.5 làm Tổng điểm 10 f Bảng "Nội dung tuyển tập làm" (bằng tiếng Anh) (xem phần tiếp theo) g Một số địa trang web tham khảo cho học sinh www.voanews.com www.radio.english.net www.tienganh123.com www.bbclearningenglish.com www.google.com XVIII Appendix INTERVIEW QUESTIONS I For students Do you satisfy with your portfolio score? Do you think that the application of portfolio assessment, which was used to replace a paper of the 15-minute written tests types, made you motivated in learning English? What is your opinion about the method of assessing the portfolios compared to the traditional assessment? To some extent, should the application of portfolio assessment program for 9th form students on learning English subject, which was used to replace a paper of 15-minute written tests types, be generalized for the 9th form students? I For teachers Do you think your students increased motivation in learning their English subject when they were applied the portfolio assessment program? What you think about the portfolio assessment compared to the traditional assessment? If the application of portfolio assessment program for 9th form students on learning English subject, which was used to replace a paper of 15-minute written tests types, is widely used, you consider it feasible and what improvements you think are needed for this program in further utilization? XIX Appendix Portfolio cover letter XX XXI ... above assumptions, the author is inspired to carry her thesis on the topic ? ?A study on using portfolio assessment to motivate 9th form students at Nam Hai lower secondary school to learn English? ??... research on the topic: ? ?A study on using portfolio assessment to motivate 9th form students at Nam Hai lower secondary school to learn English? ?? Your assistance in fulfilling the following questions... Practice of English Language Teaching London: Longman 41 Hasan, H A (2008) A study on the determination of secondary school mathematic teacher''s views on alternative assessment Humanity & Social Sciences