A study on teachers and students’ perspectives on using portfolios in writing class for first-year english-majored students

Abstract

One way to teach writing that involves process writing and collaborative learning is through the creation of portfolios. Although there are many books and papers that review the use of that strategy, it hasn’t been implemented extensively yet in Hai Phong University’s Foreign Language Department. This essay will focus on the viewpoints of the students and teachers regarding this approach being used in their writing classes. It is intended that the results of this study would promote the use of writing portfolios in EFL instruction and learning on a larger scale in Vietnam.