1. Elif ŞİMŞEK 300465 IDE 1022 Research Writing in ELT Submitted to Yrd. Doç. Dr. Elif DEMİREL

2. Traditional methods used in preparing assignment are not preferred anymore. With the development in the field of education learning concept differentiated and the approach of ‘Lifelong Learning’ has been dominant in today’s modern society.

3.  According to this new approach, evaluation approaches and process also rearranged and new assessment approaches occurred.

4.  Traditional assessments rely on testing the final product of learners, while editing, drafting and the process of writing are considered less important.

6.  That is why it is essential for teachers to investigate and examine new trends in writing assessment to tackle the challenges of traditional methods of teaching which should also focus on the process of writing as well as the final important goal for students; consequently they do not consider their improvement

7.  Researchers observe the effects of electronic portfolio on writing skills in a foreign language preparatory class of students learning foreign languages. Demographic information was collected about the students who participated in the study with Computer Literacy Survey. According to the test results, in terms of writing skills, students using electronic portfolio are more succesful than preparing file portfolio. As a result of discussions, e-portfolio was found appropriate to use in the language education curriculum.

8.  analysed how and to what extent e-portfolios sponsor teacher and student learning writing skill. There are some evaluation about electronic portfolios data collection and analysis. Authors did interview students from college and they are of the opinion that e-portfolios are more attractive for students and they are more active while preparing (Gallagher & Poklop, 2014). Students called Modern Learners are hand in glove to computer and this situation help them learning foreign language skills such as in English. Using their interest, they can develop writing skills and using portfolio is not difficult for them.

9.  Prove that online negotiation, collaboration, peer reviewing, peer feedback, peer and self‐assessment are highly popular potentials of e‐portfolios. Social media based eportfolios with the focus on exposing students’ knowledge to a wider audience motivates learners to produce profound pieces of writing.

10.  There is mentioned that some advantages of e-portfolios and usage of technological tools for improwing skills can be more satisfactory and give students external rewards (in addition to grades) for learning new vocabulary items, grammar points, and learning strategies.

11.  Some researches has been carried out in Concordia University and published Learning Landscapes. Researches have participants in the full study were 21 teachers from elementary schools (grades 4-6) and their students. Their research has demonstrated that electronic portfolio can have multiple positive impacts in classrooms, but as with any new technology in the classroom, they have also documented some challenges.

12. Study is intented to determine the effect of writing and assessing portfolios on final examination scores of EFL students’ writing. The design for this study is Quasi-experimental in nature, since the classroom groups are already in place and had to be intact. In order to have strong quasi-experimental design, internal threats to validity were controlled by use of pretesting

13.  The Faculty of Education award, worth $50,000, goes to the Surrey School District (Surrey Schools) for its innovation and success in implementing a new approach to student assessment—online digital portfolios.

14.  Throughout the school year, teachers capture each student’s learning through photos, videos and notes and publish these to their digital portfolio. Teachers have discovered that these e-portfolios encourage students to become immersed in both learning and improving, while parents and teachers can use them to monitor and support students’ progress.

15.  According to researches, we can easily say that usage of electronic portfolio has more advantages and multiple positive impacts for both teachers and students. With the technological innovations, traditional methods are insufficient anymore so teachers had better to use electronic portfolio for evaluating their students accurately.

16.  Alemi, M., & Daftarifard, P., (2010). Pedagogical innovations in language teaching methodologies. Journal Of Language Teaching & Research, 1(6), 767.  Babaee, M., & Tikoduadua, M. (2013). (accessed March 22, 2015) E-portfolios: a new trend in formative writing assessment, p.49-52.  Erice, D., & Ertaş, A. (2011). Impact of electronic portfolio in a writing skills of foreign languages. Journal Of Faculty Of Educational Sciences, vol: 44, no: 2, 77.  Gallagher, C. W., & Poklop, L. L. (2014). E-portfolios and audience: Teaching a critical twenty-first century skill. International Journal Of Eportfolio, 4(1), 17.  Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), p234.