Pedagogical Benefits and Practical Concerns of Writing Portfolio Assessment: Suggestions for Teaching L2 Writing

This study aims to investigate Vietnamese students’ perceptions of portfolio assessment and how it affects their writing performance. Furthermore, the explores problems encountered during process, which could offer professional support for teachers, particularly novice when applying this formative teaching writing. Data was collected through written papers, observations, semi-structured interviews with a total thirteen low- intermediate-level undergraduate students. The findings demonstrate aspects usefulness, namely validity, authenticity, interactive-ness, impact. Accordingly, provides students comprehensive understanding academic that enhances abilities. In particular, recognize common grammatical errors, pay more attention organizing ideas logically, develop habits throughout have not been carefully addressed in prior education. Nevertheless, there are number issues need be considered, including idea development, plagiarism knowledge, self- peer-assessment, order steps. improve reliability practicality assessment, solutions those concerns provided.