Research
Investigating Using Portfolio Assessment and Learning English Language in Qom Secondary Schools
This research was an attempt to investigate the influence of using portfolio assessment on students’ Learning English language in Qom Secondary Schools. The study participants were students of two intact English classes (N=68). The study used a pre-test post-test nonequivalent groups design with two groups. The methodological procedure adopted was to have the experimental group use the portfolio, with the control group using conventional assessment. The independent t-test computed between the means of the two groups signified that there was a statistically significant difference between the performances of the two groups on the achievement posttest. Moreover, a selfreporting questionnaire was employed after the treatment. The experimental results revealed that the use of the portfolio had significant positive influence on students’ language. However, the effect of peer-assessment performance was not significant.
On The Relationship between Multiple Intelligences and Their Performance on Vocabulary Tests among Iranian EFL Learners
MI theory refers to a learner-based philosophy that characterizes human intelligence as having multiple dimensions that must be acknowledged and developed in education. It developed in mid 1983s by Gardner. MI theory includes the concepts that intelligence is pluralistic, encompassing at least eight intelligences. One of the greatest applications of the theory of MI is in education in that it identifies the differences among people regarding their intelligence preferences and the role it might play in learning environment. Not many studies have concerned the role of MI in language learning. The present study investigated the relationship between participants’ MI and their performance on vocabulary tests. The participants were 100 junior students at KhoramabadAzad University majoring in English Language Teaching. They wereasked to answer the MIDAS developed by Shearer (1996). Then, they answered four different formats of vocabulary tests, namely, antonym, gap filling at sentence level, gap filling at context level, and matching formats.
