7th Conference of the European Association for the Teaching of Academic Writing (EATAW), Budapest, Hungary, 27 - 29 June 2013, pp.88
The aim of this study was to explore the views of preparatory school instructors at a state university in Turkey regarding the portfolio assessment system they were required to implement in the writing courses and their error correction practices, namely giving feedback using correction symbols. The participants of the study were 100 EFL instructors teaching at different levels in prep-school. A portfolio attitude survey was administered to 100 teachers, and semi-structured interviews were conducted with 15 instructors regarding the use of portfolio assessment and corrective feedback in their department and their views on the ways to address the concerns regarding the error correction practices. The quantitative results from the surveys revealed that the majority of the teachers had neither positive nor negative views on portfolio use in the department, while the interview results showed that the portfolio system was ineffective especially with lower level students because these students could not understand the feedback provided with symbols and make the necessary corrections.