The Effect on the Development of Writing Proficiency and Self-Reflection Through Bi-Semester Self-Assessment

Abstract

This study examined changes in writing proficiency and self-reflection across two semesters in an academic writing class. A total of 55 Japanese university students compiled portfolios and wrote reflective comments after each assignment, guided by five criteria: task fulfilment, organization/coherence, lexical usage, grammatical accuracy, and overview. At the end of each semester, students reviewed their portfolios and provided free-form self-assessments. Text mining was used to analyze these reflections, comparing changes between semesters. Additionally, two raters evaluated students’ first, fifth, and tenth writing tests using the same criteria. A one-way repeated ANOVA showed a significant development in writing performance between the beginning and end of the year. Students increasingly emphasized organization and coherence, noting improvements in expressing arguments and opinions. While grammar and vocabulary remained ongoing challenges, students reported greater self-awareness and strategic planning for future writing. The bi-semester self-assessment process enabled learners to recognize their progress and fostered a sense of accomplishment. However, further research is recommended to explore effective integration of portfolios into academic writing instruction and teacher intervention.