5- Part Abstract

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What comes below is a general format of a 5-part abstract for an experimental study. Other formats will also be available soon. The colored numbers below the abstract show the different parts. I hope you'll find it useful. If there's any comment, you can contact me at: This email address is being protected from spambots. You need JavaScript enabled to view it.




Investigating the Effect of Portfolio Assessment on Learning English Language Grammar (research topic)

Mohammad Khatib, Ph.D. (author’s name)

Department of English Language, University of Allameh Tabataba’i, Tehran, Iran

Hadi Hamidi, Ph.D. (corresponding)

Department of English Language, Science and Research Branch

 Islamic Azad University, Tehran, Iran (author’s affiliation)

E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.(corresponding email)


1Portfolio assessment has been used for a very long time. The portfolio is a useful teaching and learning tool in language learning classrooms. Portfolio assessment deals with any kind of acquired learning – knowledge, skills and abilities acquired through formal, informal, accidental, and incidental learning. Although most teachers might be aware of the importance of a good assessment strategy, say, portfolio, rarely do they use it for learning English grammar at Iranian language institutes. 2Thus, the current study aimed at exploring the effects of portfolio assessment on learning English grammar by Iranian TOEFL applicants. 3To this purpose, 60 applicants, both male and female,aged from 25 to 33,were chosen through random sampling from Simin language institute. They were divided into two thirty-member groups. The experimental group was asked to make a portfolio of both all the grammatical items taught to them and the tests taken each session. After reading their notes and tests, the teacher provided them with comments, corrections, and his feedback. The control group received no feedback and the grammatical points were taught using the conventional ways. 4After the treatment, by pre-test/post-testcomparison, researchers found that participants of the experimental group, who were exposed to the techniques of portfolio assessment, gained better scores in the process of learning English language grammar. Regular comments, feedbacks, and revisions on the part of the teacher were quite beneficial for the students. Students and teachers of English language, especially TOEFL applicants, may benefit from the findings of this study.

5Key words: Grammar learning, portfolio assessment, TOEFL applicants

1= Introduction

2= Purpose of the study

3= Methodology

4= Result and conclusion

5= Key words (usually 3 to 6 terms)

Last updated: 25/6/2017


Prepared by Hadi Hamidi

Ph.D. in TEFL, USR, Tehran, Iran

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