Alternative writing assessment of EFL learners: Examining the effectiveness of computer-based portfolios

Abstract

In this paper, authors investigate writing assessment of EFL (English as a Foreign Language) learners at a college level in China and South Korea and the potential effectiveness of computer-based portfolio assessment for those learners. Authors have been concerned about the current pedagogical practices of writing assessment for EFL learners in China and South Korea and become aware of the significance of examining the assessment practices and developing alternative assessment tools. Authors, in particular, look into the application of technology into the development of portfolio assessment; the use of electronic portfolio is examined as a potential assessment tool to evaluate authentic performance of writing of the college students.