Abstract:
The current study aims at investigating teachers’ views about the effect of writing portfolio formative assessment in developing students’ writing skills and how it promote their motivation to learn effectively. The participant were 100 English Language teachers who were asked to show their perspectives about the usefulness of WPFA regarding students writing skills and how does it promote their motivation to learn writing effectively. All the participants’ responses were taken into account, here are some of the significant findings: Writing portfolio formative assessment is found as a useful tool for developing students writing skills, it draws a clear map for students to write, it allows teachers to give immediate, clear, descriptive and effective written feedback to students. In addition to that, WPFA is found as an effective tool for developing students’ metacognitive strategies, such as critical thinking, discussion etc. And also, Writing portfolio assessment is found as a motivation tool for the students to learn, students become more interest, confidant and reflective. Finally, WPFA engages students with learning and fosters their autonomy learning.
