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The Effects of Portfolio Keeping on Writing Anxiety of EFL Students

Year 2007, Volume: 3 Issue: 2, 218 - 236, 01.10.2007

Abstract

There has been a growing body of research which documents the importance of portfolios in foreign language teaching. The current study is an action research that investigates the effects of portfolio keeping on the writing anxiety of students. Two instructors working collaboratively aimed to overcome the writing anxiety of their students. They had a class of fifteen prospective teachers of English who were in their preparatory year in a foundation university, in Istanbul, Turkey. Data were gathered by means of the Second Language Writing Anxiety Inventory (SLWAI) (Cheng, 2004), a background questionnaire and two reflective sessions. Findings of the study revealed that portfolio keeping is beneficial in terms of overcoming writing anxiety. The results also indicated that the experience with portfolios may affect the participants’ future teaching practices positively. Therefore; this study suggests that portfolio keeping deserves to be taken into consideration in the programme of Foreign Language Education Departments.

References

  • Altieri, E., Winzer, M., & Larsson, V. (2000). Portfolios as a tool for attitude change. Rural Special Edition Quarterly, 9 (3), 72-82.
  • Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL, 8.
  • Ballard, L. (1992). Portfolios and self-assessment. English Journal, 81(2), 46-49.
  • Banfi, C. S. (2003). Portfolios: Integrating advanced language, academic, and professional skills. ELT Journal, 57(1), 34-42.
  • Barton, J., & Collins, A. (1997). Starting out: Designing your portfolio. In J. Barton & A. Collins (Eds.), Portfolio assessment: A handbook for educators (pp. 1-10). New Jersey: Dale Seymour Publications.
  • Barootchi, N., & Keshavaraz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
  • Bline, D., Lowe, D. R., Meixner, W. F., Nouri, H., & Pearce, K. (2001). A research note on the dimensionality of Daly and Miller’s writing apprehension scale. Written Communication, 18, 61-79.
  • Brown, G., & Irby, B. J. (2000). The career advancement portfolio. Thousand Oaks, CA: Corwin.
  • Bugoon, J. K., & Hale, J. L. (1983). A research note on the dimensions of communication reticence. Communication Quarterly, 31, 238-248.
  • Butler, S. (1997). Using science portfolios in a tenth-grade chemistry classroom. In J.
  • Campbell, C. M., & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 153-168). New Jersey: Prentice Hall.
  • Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D., & Wyman, R. M. (2004). How to develop a professional portfolio: A manual for teachers (3rd ed.). Boston: Pearson.
  • Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
  • Cheng, Y.-S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49,
  • Cheng, Y. –S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35, 647-656.
  • Cheng, Y. –S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13, 313-335.
  • Coombe, C., & Barlow, L. (2004). The reflective portfolio: Two case studies from the United Arab Emirates. English Teaching Forum, 41(1), 26-35.
  • Cope-Powell, J. A. (1991). Foreign language classroom anxiety: Institutional responses. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 169-176). New Jersey: Prentice Hall.
  • Daloz, L. A. (1999). Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass.
  • Daly, J. A., & Miller, M. D. (1975a). The empirical development of an instrument of writing apprehension. Research in the Teaching of English, 9, 242-249.
  • Daly, J. A. & Miller, M. D. (1975b). Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses, and sex differences. Research in the Teaching of English, 9, 250-256.
  • Daly, J. A. (1979). Writing apprehension in the classroom: Teacher role expectations of the apprehensive writer. Research in the Teaching of English, 13, 37-44.
  • Denzin, N. K. (Ed.). (1978). Sociological methods: A source book. New York: McGraw Hill.
  • Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning
  • success. Modern Language Journal, 79, 67-89.
  • Ersin, P. (2005). The effects of a research-based portfolio study on the EFL learners’ reading and writing proficiency, vocabulary development, and attitudes towards research. Unpublished master thesis, Marmara University.
  • Fosnot, C. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 8-33). NewYork: Teachers College Press.
  • Fox, R. F. (1980). Treatment of writing apprehension and its effects on composition. Research in the Teaching of English, 14, 39-49.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge University Press.
  • Gungle, B. W., & Taylor, V. (1989). Writing apprehension and second language writers. In D. Johnson & D. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 235-248). New York: Longman.
  • Henkin, R. (1993). Emerging feminist themes found in graduate students’ portfolios written by women elementary school teachers. Action in Teacher Education, 15, 20-28.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. California: Sage Publications.
  • Jones, M., & Shelton, M. (2006). Developing your portfolio: Enhancing your learning and showing your stuff. NewYork: Routledge.
  • Kennedy, J. (1997). Using social studies portfolios in a kindergarten classroom. In J.
  • Leki, I. (1999). Techniques for reducing second language writing anxiety. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 64-88). Boston: McGraw-Hill College.
  • Lynch, T. (1991). Questioning roles in the classroom. ELT Journal, 45(3), 201-210.
  • Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
  • MacIntyre, P. D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47,
  • Masny, D., & Foxall, J. (1992). Writing apprehension in L2. (ERIC Document Reproduction Service No. ED 352 844).
  • Meadows, R. B., & Dyal, A. B. (1999). Implementing portfolio assessment in the development of school administrators: Improving preparation for educational leadership. Education, 120(2), 304-315.
  • Mejias, H., Applbaum, R. L., Applbaum, S. J., & Trotter, R. T. (1991). Oral communication apprehension and Hispanics: An exploration of oral communication apprehension among Mexican American students in Texas. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 169-176). New Jersey: Prentice Hall.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Muchnick, W. A. G., & Wolfe, D. E. (1982). Attitudes and motivations of American students of Spanish. The Canadian Modern Language Review, 38, 262-281.
  • Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectance, and apprehension. Research in the Teaching of English, 28, 313-331.
  • Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 101-108). New Jersey: Prentice Hall.
  • Raisman, N. (1982). I just can’t do English: Writing anxiety in the classroom. Teaching English in the Two-Year College, 9, 19-23.
  • Saglam, M. (2005). Portfolio assessment versus traditional assessment techniques: a case study on the proficiency development and classroom practices of EFL students in a Turkish military high school. Unpublished master thesis, Bogazici University.
  • Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. Modern Language Journal, 83, 239-251.
  • Silva, T. (1993). L1 vs L2 writing: ESL graduate students’ perceptions. TESL Canada, 10, 27-47.
  • Smith, M. W. (1984). Reducing writing apprehension. Urbana, IL: National Council of Teachers of English.
  • Steinberg, F. S., & Horwitz, E. K. (1986). The effects of induced anxiety on the denotative and interpretive content of second language speech. Tesol Quarterly, 20, 131-136.
  • Thompson, M. O. (1980). Classroom techniques for reducing writing anxiety: A study of several cases. Paper presented at annual conference on College Composition and Communication, Washington D. C. ( ERIC Document Reproduction Service No. ED 188661).
  • Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67-80.
  • Weiner, S. (1997). Preparing your students to deal with portfolios. In J. Barton & A. Collins (Eds.), Portfolio assessment: A handbook for educators (pp. 11-20). New Jersey: Dale Seymour Publications.
  • Williams, A. (1997). Using science portfolios in a sixth-grade classroom. In J. Barton & A. Collins (Eds.), Portfolio assessment: A handbook for educators (pp. 43-55). New Jersey: Dale Seymour Publications.
  • Wolf, K., & Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Education Quarterly, 9-22.
  • Wyat, R. L., & Looper, S. (1999). So you have to have a portfolio: A teacher’s guide to
  • preparation and presentation Thousand Oaks, CA: Corwin.
  • Yang, N. (2003). Integrating portfolios into learning strategy-based instruction for EFLcollege students. IRAL, 41(4), 293-317.
  • Yoo, S. (2001). Using portfolios to reflect on practice. Educational Leadership, 28, 78-81.
  • Research Assistant Hande ÖZTÜRK Maltepe University
  • Faculty of Education Istanbul, Turkey
  • E-mail address: mhande78@yahoo.com
  • Second author: Research Assistant Sevdeğer ÇEÇEN Maltepe University
  • Faculty of Education Istanbul, Turkey
  • E-mail address: sevdeger@hotmail.com
Year 2007, Volume: 3 Issue: 2, 218 - 236, 01.10.2007

Abstract

Yabancı dil eğitiminde portfolyonun önemini belgeleyen çok sayıda çalışma bulunmaktadır. Bu çalışmada ise portfolyo tutmanın öğrencilerin yazma kaygısı üzerindeki etkileri bir eylem araştırmasıyla incelenmiştir. Çalışmaya İstanbul’da bulunan bir vakıf üniversitesinin hazırlık sınıfında eğitim görmekte olan onbeş İngilizce öğretmeni adayı katılmıştır. Çalışmanın verileri İkinci Dil Yazma Kaygı ölçütü (Cheng, 2004), bir artalan anketi ve iki adet yansıtma oturumu aracılığıyla toplanmıştır. Çalışmanın bulguları yazma kaygısını gidermek bağlamında portfolyo tutmanın faydalı olduğunu ortaya çıkartmıştır. Bulgular ayrıca portfolyo tecrübesinin öğretmen adaylarının gelecekteki öğretim uygulamalarını olumlu etkileyebileceğini göstermiştir. Bu nedenle, bu çalışma portfolyo tutmanın yabancı diller eğitimi bölümlerinde göz önüne alınması gerektiğini önermektedir

References

  • Altieri, E., Winzer, M., & Larsson, V. (2000). Portfolios as a tool for attitude change. Rural Special Edition Quarterly, 9 (3), 72-82.
  • Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL, 8.
  • Ballard, L. (1992). Portfolios and self-assessment. English Journal, 81(2), 46-49.
  • Banfi, C. S. (2003). Portfolios: Integrating advanced language, academic, and professional skills. ELT Journal, 57(1), 34-42.
  • Barton, J., & Collins, A. (1997). Starting out: Designing your portfolio. In J. Barton & A. Collins (Eds.), Portfolio assessment: A handbook for educators (pp. 1-10). New Jersey: Dale Seymour Publications.
  • Barootchi, N., & Keshavaraz, M. H. (2002). Assessment of achievement through portfolios and teacher-made tests. Educational Research, 44(3), 279-288.
  • Bline, D., Lowe, D. R., Meixner, W. F., Nouri, H., & Pearce, K. (2001). A research note on the dimensionality of Daly and Miller’s writing apprehension scale. Written Communication, 18, 61-79.
  • Brown, G., & Irby, B. J. (2000). The career advancement portfolio. Thousand Oaks, CA: Corwin.
  • Bugoon, J. K., & Hale, J. L. (1983). A research note on the dimensions of communication reticence. Communication Quarterly, 31, 238-248.
  • Butler, S. (1997). Using science portfolios in a tenth-grade chemistry classroom. In J.
  • Campbell, C. M., & Ortiz, J. (1991). Helping students overcome foreign language anxiety: A foreign language anxiety workshop. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 153-168). New Jersey: Prentice Hall.
  • Campbell, D. M., Cignetti, P. B., Melenyzer, B. J., Nettles, D., & Wyman, R. M. (2004). How to develop a professional portfolio: A manual for teachers (3rd ed.). Boston: Pearson.
  • Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford: Oxford University Press.
  • Cheng, Y.-S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49,
  • Cheng, Y. –S. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35, 647-656.
  • Cheng, Y. –S. (2004). A measure of second language writing anxiety: Scale development and preliminary validation. Journal of Second Language Writing, 13, 313-335.
  • Coombe, C., & Barlow, L. (2004). The reflective portfolio: Two case studies from the United Arab Emirates. English Teaching Forum, 41(1), 26-35.
  • Cope-Powell, J. A. (1991). Foreign language classroom anxiety: Institutional responses. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 169-176). New Jersey: Prentice Hall.
  • Daloz, L. A. (1999). Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass.
  • Daly, J. A., & Miller, M. D. (1975a). The empirical development of an instrument of writing apprehension. Research in the Teaching of English, 9, 242-249.
  • Daly, J. A. & Miller, M. D. (1975b). Further studies on writing apprehension: SAT scores, success expectations, willingness to take advanced courses, and sex differences. Research in the Teaching of English, 9, 250-256.
  • Daly, J. A. (1979). Writing apprehension in the classroom: Teacher role expectations of the apprehensive writer. Research in the Teaching of English, 13, 37-44.
  • Denzin, N. K. (Ed.). (1978). Sociological methods: A source book. New York: McGraw Hill.
  • Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning
  • success. Modern Language Journal, 79, 67-89.
  • Ersin, P. (2005). The effects of a research-based portfolio study on the EFL learners’ reading and writing proficiency, vocabulary development, and attitudes towards research. Unpublished master thesis, Marmara University.
  • Fosnot, C. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 8-33). NewYork: Teachers College Press.
  • Fox, R. F. (1980). Treatment of writing apprehension and its effects on composition. Research in the Teaching of English, 14, 39-49.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge University Press.
  • Gungle, B. W., & Taylor, V. (1989). Writing apprehension and second language writers. In D. Johnson & D. Roen (Eds.), Richness in writing: Empowering ESL students (pp. 235-248). New York: Longman.
  • Henkin, R. (1993). Emerging feminist themes found in graduate students’ portfolios written by women elementary school teachers. Action in Teacher Education, 15, 20-28.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. Modern Language Journal, 70, 125-132.
  • Johnson, R. S., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide to reflection, inquiry, and assessment. California: Sage Publications.
  • Jones, M., & Shelton, M. (2006). Developing your portfolio: Enhancing your learning and showing your stuff. NewYork: Routledge.
  • Kennedy, J. (1997). Using social studies portfolios in a kindergarten classroom. In J.
  • Leki, I. (1999). Techniques for reducing second language writing anxiety. In D. J. Young (Ed.), Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp. 64-88). Boston: McGraw-Hill College.
  • Lynch, T. (1991). Questioning roles in the classroom. ELT Journal, 45(3), 201-210.
  • Lyons, N. (Ed.). (1998). With portfolio in hand: Validating the new teacher professionalism. New York: Teachers College Press.
  • MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39, 251-275.
  • MacIntyre, P. D., Noels, K. A., & Clement, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47,
  • Masny, D., & Foxall, J. (1992). Writing apprehension in L2. (ERIC Document Reproduction Service No. ED 352 844).
  • Meadows, R. B., & Dyal, A. B. (1999). Implementing portfolio assessment in the development of school administrators: Improving preparation for educational leadership. Education, 120(2), 304-315.
  • Mejias, H., Applbaum, R. L., Applbaum, S. J., & Trotter, R. T. (1991). Oral communication apprehension and Hispanics: An exploration of oral communication apprehension among Mexican American students in Texas. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 169-176). New Jersey: Prentice Hall.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Muchnick, W. A. G., & Wolfe, D. E. (1982). Attitudes and motivations of American students of Spanish. The Canadian Modern Language Review, 38, 262-281.
  • Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectance, and apprehension. Research in the Teaching of English, 28, 313-331.
  • Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. In E. K. Horwitz & D. J. Young (Eds.), Language Anxiety: From Theory and Research to Classroom Implications (pp. 101-108). New Jersey: Prentice Hall.
  • Raisman, N. (1982). I just can’t do English: Writing anxiety in the classroom. Teaching English in the Two-Year College, 9, 19-23.
  • Saglam, M. (2005). Portfolio assessment versus traditional assessment techniques: a case study on the proficiency development and classroom practices of EFL students in a Turkish military high school. Unpublished master thesis, Bogazici University.
  • Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign language reading anxiety. Modern Language Journal, 83, 239-251.
  • Silva, T. (1993). L1 vs L2 writing: ESL graduate students’ perceptions. TESL Canada, 10, 27-47.
  • Smith, M. W. (1984). Reducing writing apprehension. Urbana, IL: National Council of Teachers of English.
  • Steinberg, F. S., & Horwitz, E. K. (1986). The effects of induced anxiety on the denotative and interpretive content of second language speech. Tesol Quarterly, 20, 131-136.
  • Thompson, M. O. (1980). Classroom techniques for reducing writing anxiety: A study of several cases. Paper presented at annual conference on College Composition and Communication, Washington D. C. ( ERIC Document Reproduction Service No. ED 188661).
  • Vogely, A. J. (1998). Listening comprehension anxiety: Students’ reported sources and solutions. Foreign Language Annals, 31, 67-80.
  • Weiner, S. (1997). Preparing your students to deal with portfolios. In J. Barton & A. Collins (Eds.), Portfolio assessment: A handbook for educators (pp. 11-20). New Jersey: Dale Seymour Publications.
  • Williams, A. (1997). Using science portfolios in a sixth-grade classroom. In J. Barton & A. Collins (Eds.), Portfolio assessment: A handbook for educators (pp. 43-55). New Jersey: Dale Seymour Publications.
  • Wolf, K., & Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Education Quarterly, 9-22.
  • Wyat, R. L., & Looper, S. (1999). So you have to have a portfolio: A teacher’s guide to
  • preparation and presentation Thousand Oaks, CA: Corwin.
  • Yang, N. (2003). Integrating portfolios into learning strategy-based instruction for EFLcollege students. IRAL, 41(4), 293-317.
  • Yoo, S. (2001). Using portfolios to reflect on practice. Educational Leadership, 28, 78-81.
  • Research Assistant Hande ÖZTÜRK Maltepe University
  • Faculty of Education Istanbul, Turkey
  • E-mail address: mhande78@yahoo.com
  • Second author: Research Assistant Sevdeğer ÇEÇEN Maltepe University
  • Faculty of Education Istanbul, Turkey
  • E-mail address: sevdeger@hotmail.com
There are 69 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hande Öztürk This is me

Sevdeğer Çeçen This is me

Publication Date October 1, 2007
Published in Issue Year 2007 Volume: 3 Issue: 2

Cite

APA Öztürk, H., & Çeçen, S. (2007). The Effects of Portfolio Keeping on Writing Anxiety of EFL Students. Journal of Language and Linguistic Studies, 3(2), 218-236.
AMA Öztürk H, Çeçen S. The Effects of Portfolio Keeping on Writing Anxiety of EFL Students. Journal of Language and Linguistic Studies. October 2007;3(2):218-236.
Chicago Öztürk, Hande, and Sevdeğer Çeçen. “The Effects of Portfolio Keeping on Writing Anxiety of EFL Students”. Journal of Language and Linguistic Studies 3, no. 2 (October 2007): 218-36.
EndNote Öztürk H, Çeçen S (October 1, 2007) The Effects of Portfolio Keeping on Writing Anxiety of EFL Students. Journal of Language and Linguistic Studies 3 2 218–236.
IEEE H. Öztürk and S. Çeçen, “The Effects of Portfolio Keeping on Writing Anxiety of EFL Students”, Journal of Language and Linguistic Studies, vol. 3, no. 2, pp. 218–236, 2007.
ISNAD Öztürk, Hande - Çeçen, Sevdeğer. “The Effects of Portfolio Keeping on Writing Anxiety of EFL Students”. Journal of Language and Linguistic Studies 3/2 (October 2007), 218-236.
JAMA Öztürk H, Çeçen S. The Effects of Portfolio Keeping on Writing Anxiety of EFL Students. Journal of Language and Linguistic Studies. 2007;3:218–236.
MLA Öztürk, Hande and Sevdeğer Çeçen. “The Effects of Portfolio Keeping on Writing Anxiety of EFL Students”. Journal of Language and Linguistic Studies, vol. 3, no. 2, 2007, pp. 218-36.
Vancouver Öztürk H, Çeçen S. The Effects of Portfolio Keeping on Writing Anxiety of EFL Students. Journal of Language and Linguistic Studies. 2007;3(2):218-36.