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Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios
Percepciones de estudiantes chilenos de pedagogía en inglés en relación a los beneficios y desafíos de los portafolios de escritura en inglés como lengua extranjera
DOI:
https://doi.org/10.15446/profile.v21n2.73116Keywords:
Assessment strategy, English as a foreign language writing, English language teacher education, pre-service teachers’ perceptions, writing portfolios (en)estrategia de valoración, pedagogía en inglés, percepciones de estudiantes de pedagogía, portafolios de escritura, producción escrita en inglés como lengua extranjera (es)
Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers’ perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.
Aun cuando el uso de portafolios de escritura ha emergido como una estrategia valiosa para desarrollar la habilidad de producción de textos escritos en inglés como lengua extranjera, existe un número limitado de estudios con profesores en formación a nivel pre-intermedio. Este estudio describe las percepciones en cuanto al uso de portafolios por parte de 51 estudiantes de una carrera de pedagogía en inglés en una universidad al sur de Chile. Se implementó una clase de escritura basada en el uso de portafolios durante 17 semanas. Los datos se recolectaron a través de un cuestionario y un grupo focal al final del semestre. Los resultados muestran que los profesores en formación valoran la estrategia y consideran haber mejorado sus habilidades de producción de textos escritos y su proceso de reflexión. A su vez indican algunos desafíos que deben ser considerados en las fases de planificación e implementación de la estrategia.
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