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The impact of writing portfolios on improving the process of writing research papers

process portfolios are ideal because they document stages that students go through as they learn and progress (Venn, 2000, p.33). Recent research on portfolio also indicates a link between feedback and quality of learning (Segers et al., 2008)Having said that, the researchers aim to improve the process of writing students', research papers through assessment of their progress reports, answers elicited through designated weekly questions and the following individualized feedback provided by the teacher and students, creating an interactive atmosphere in the classroom, and in a purpose-built weblog. Two raters will assess the progress reports in oral and written modes. Extensive feedback from and to students and teacher on progress reports can raise awareness of students about how and what of search and find techniques, topic, relevant statistics, sources and reference selections. Weekly weblogqueries are ordered from general to specific, urging students to think about how to improve their work.Participants are senior undergrads majoring in English literature from both genders in an intact group aged between 21-23 all taught by one of the researchers, set by a TOEFL. This study clarified that there was no significant improvement in students', work regarding portfolios. The improvement wasslight in some cases negligible. Yet, regarding their improvement in writing research papers, the students showed a considerable improvement.

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