The link between Breadth of Vocabulary and Portfolio Assessment

This study examined the impact of the portfolio assessment strategy to teach and assess vocabulary acquisition and production of intermediate EFL students enrolled in a private institute in Karaj, Iran. The main goal of this study was to determine whether portfolio assessment model was effective in assisting the students to upgrade their English vocabulary recognition and production. The overall results of the pre-administration of instruments made known that the two groups were homogenous in terms of level of proficiency and vocabulary knowledge. However, the findings of the post-administration indicated a significant improvement in English vocabulary learning and producing of the portfolio group students as compared with the non-portfolio group. According to the obtained results of this study, it is recommended that EFL instructors and teachers use portfolio in EFL vocabulary instruction in a way that it complements other types of teaching and assessment.