This study explored the effectiveness of applying a portfolio assessment to English teaching in a junior high school. The participants consisted of 30 seventh-grade students. Based on teaching units, the authors designed 10 unit assessment worksheets, and implemented them for 12 weeks. The objectives of this study were to investigate effective ways to apply the portfolio assessment to English teaching, to understand the attitudes and responses of students regarding the portfolio assessment, and to analyze the effects of the learning attitudes of students on their English learning performance. During the research period, the data were collected through classroom observations, teaching reflection journals, student worksheets, student learning reflections, interviews and teacher-student dialogues, documents, and questionnaires. Data analyses included both qualitative and quantitative methods. The results were as follows: (1) The students exhibited positive attitudes and responses regarding the portfolio assessment; they indicated that the portfolio assessment provided them with opportunities to apply English, and promoted their abilities of self-reflection and independent study; (2) The portfolio assessment enhanced the learning attitudes and performance of the students. Based on these findings, suggestions for teachers and future education researchers are provided in this paper.
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