the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method

The present study was conducted to explore the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method. this study adopted two theoretical frameworks to condu of portfolio in increasing language knowledge.pandey ( is the collection and evaluation of a carefully chosen selection of students' work. according to shimon (2005), portfolio can increase students' linguistic knowledge, autonomy and critical thinking.furthermore, one aspect of portfolio was self and peer assessment. so the process of portfolio assessments not only does support students’ responsibility, classroom interactions.chang ( will understand his/her strengths and weaknesses and has better recognition of the subject matter, which allows follow up modification and improv realize the quality of their own logs by noticing and comparing with those from classmates, and can adjust their work to the feedback given by friends (chang, & tseng, characteristic of portfolio motivated t learners’ problems were not pedagogic and educational. there were some problems that were not taken into account in conventional methods. power to make a friendly relationship between the teacher and the learners that helped students to state their problems. so because of some shortcomings related to traditional assessment the portfolio was selected as alternative assessme by the researcher refers to pave method. for long times, it has proven that growth of vocabulary information is highly essential for both native and non teaching vocabulary seems to be e ability is limited. so, the teacher needs to find a suitable strategy in his/her classroom. pave method which stands for prediction, association, verification and evaluation has been considered as a supportive method not only to improve the vocabulary knowledge but also to familiarize them with dictionary and help them acquire in what way use a dictionary. some english teachers have used this vocabulary strategy for helping the students to be more motivated in learning. as mentioned above, with regard to excellent characteristics of pave method, portfolio assessment and their massive tremendous impact on vocabulary learning, the researcher decided to investigate of the impact of portfolio assessment on knowledge of iranian efl learners receiving pave method. to this end, a pool of students were assigned randomly into two different classes; control and experimental. the materials used in this research were unit ncic-03160232 the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method marjan sadat zarifi mrjanzryfy67@gmail.com the present study was conducted to explore the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method. this study adopted two theoretical frameworks to conduct the study. the first theoretical framework refers to the role of portfolio in increasing language knowledge.pandey (1991) asserts that portfolio assessment is the collection and evaluation of a carefully chosen selection of students' work. according to ), portfolio can increase students' linguistic knowledge, autonomy and critical thinking.furthermore, one aspect of portfolio was self and peer assessment. so the process of portfolio assessments not only does support students’ responsibility, classroom interactions.chang (2008) stated that in assessing one’s own activities, a student will understand his/her strengths and weaknesses and has better recognition of the subject matter, which allows follow up modification and improvement to be made. moreover, learners realize the quality of their own logs by noticing and comparing with those from classmates, and can adjust their work to the feedback given by friends (chang, & tseng, characteristic of portfolio motivated them to practice more in the class activities.last, all the learners’ problems were not pedagogic and educational. there were some problems that were not taken into account in conventional methods. but power to make a friendly relationship between the teacher and the learners that helped students to state their problems. so because of some shortcomings related to traditional assessment the portfolio was selected as alternative assessment tool.the second theoretical framework adopted by the researcher refers to pave method. for long times, it has proven that growth of vocabulary information is highly essential for both native and non-native speakers. but teaching vocabulary seems to be extremely complex task for teachers because the students’ ability is limited. so, the teacher needs to find a suitable strategy in his/her classroom. pave method which stands for prediction, association, verification and evaluation has been supportive method not only to improve the vocabulary knowledge but also to familiarize them with dictionary and help them acquire in what way use a dictionary. some english teachers have used this vocabulary strategy for helping the students to be more ivated in learning. as mentioned above, with regard to excellent characteristics of pave method, portfolio assessment and their massive tremendous impact on vocabulary learning, the researcher decided to investigate of the impact of portfolio assessment on knowledge of iranian efl learners receiving pave method. to this end, a pool of students were assigned randomly into two different classes; control and experimental. the materials used in this research were unit 1, 2, 3 that taken from top notch 2 98 the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method the present study was conducted to explore the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method. this study adopted two ct the study. the first theoretical framework refers to the role ) asserts that portfolio assessment is the collection and evaluation of a carefully chosen selection of students' work. according to ), portfolio can increase students' linguistic knowledge, autonomy and critical thinking.furthermore, one aspect of portfolio was self and peer assessment. so the process of portfolio assessments not only does support students’ responsibility, but also improves ) stated that in assessing one’s own activities, a student will understand his/her strengths and weaknesses and has better recognition of the subject ement to be made. moreover, learners realize the quality of their own logs by noticing and comparing with those from classmates, and can adjust their work to the feedback given by friends (chang, & tseng, 2009). this hem to practice more in the class activities.last, all the learners’ problems were not pedagogic and educational. there were some non-educational but portfolio had the power to make a friendly relationship between the teacher and the learners that helped students to state their problems. so because of some shortcomings related to traditional assessment the nt tool.the second theoretical framework adopted by the researcher refers to pave method. for long times, it has proven that growth of native speakers. but xtremely complex task for teachers because the students’ ability is limited. so, the teacher needs to find a suitable strategy in his/her classroom. pave method which stands for prediction, association, verification and evaluation has been supportive method not only to improve the vocabulary knowledge but also to familiarize them with dictionary and help them acquire in what way use a dictionary. some english teachers have used this vocabulary strategy for helping the students to be more ivated in learning. as mentioned above, with regard to excellent characteristics of pave method, portfolio assessment and their massive tremendous impact on vocabulary learning, the researcher decided to investigate of the impact of portfolio assessment on vocabulary knowledge of iranian efl learners receiving pave method. to this end, a pool of 38 female students were assigned randomly into two different classes; control and experimental. the 2 student book 3rd