Resumen

SAAVEDRA JELDRES, Pamela Andrea  y  CAMPOS ESPINOZA, Mónica. Chilean Pre-Service Teachers’ Perceptions Towards Benefits and Challenges of EFL Writing Portfolios. profile [online]. 2019, vol.21, n.2, pp.79-96. ISSN 1657-0790.  https://doi.org/10.15446/profile.v21n2.73116.

Although keeping writing portfolios has proved to be a successful strategy in developing writing skills in English as a foreign language, few studies have focused on pre-service teachers at the pre-intermediate level. This study aims to describe pre-service teachers’ perceptions towards portfolio keeping. The sample consisted of 51 first-year students from an initial English language teacher education programme at a university in Southern Chile. A writing portfolio-based class was implemented over a seventeen-week period. Data were collected through an adapted questionnaire and a focus group conducted at the end of term. Results show that pre-service teachers value the strategy; they perceive they have improved their writing and reflection skills. They also draw attention to some challenges to be considered in the planning and implementation phases of the strategy.

Palabras clave : Assessment strategy; English as a foreign language writing; English language teacher education; pre-service teachers’ perceptions; writing portfolios.

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