Monday, July 1, 2013

USE OF TECHNOLOGY IN EFL CLASSROOM IN NEPAL.

                      USE OF TECHNOLOGY IN EFL CLASSROOM IN NEPAL                    1
                                                Background of the study
                  Although the number of schools and classrooms using technology in instruction is increasing, but I was not familiar with technology while learning English language. Evidence that use of technology in instruction is useful, necessary, and cost-effective is also required by educational administrators, policy and decision makers. Only I know about the use of technology while I joined Kathmandu University for further study.
              When I joined Kathmandu University for my Masters level program in English Language Teaching, I felt very difficult to use technology in learning English and communication. I felt difficulty in listening, expressing ideas and writing. As I was new for using technology for academic purpose, I need to more exposure about using technology. I was completely unknown about how to present my topic through power point presentation?, how I can  do my assignment on laptop? How can I listen audio file of different chapter for understanding? Later on, I found that Kathmandu University is using technology as a tool of teaching English language. So, I felt very interesting to learn English language by use of technology.
I am going to talk about how different technology are using in ELT classroom in Kathmandu University and  how it helped  me for developing English language and communication.
                                    What kinds of technology are used in ELT classroom?
                 There are so many technology that we can use for learning language. But mostly in ELT classroom we are using Computer, mobile, internet, PPT , sound system etc. all these technology are very useful for language learning. Computer helps to show how we can learn language and it show different videos of using English language. Crystal, D (2006) says that computer as ‘medium’ emphasizes the communicative agency of language learners, who express themselves and interact with other people through the computer.
                     Hubbard and Siskin (2004) says that the use of computer can categorize in terms of three metaphors: computer as a ‘tutor’, computer as a ‘tool’ and computer as a ‘medium’. Mobile can be used for recording the lecture and listening. It helps to get comprehension about lecture and increasing listening power. PPT helps to presant our content related to language. It helps to increase expressing power. It makes us using English language fluently.
                                   Developing listening skill through technology.
                According to Harmer (2003), listening skill is one of the important skill for language learning. So I need to learn listening skill for learning English language. For this I used to use mobile phone. When my teacher delivers his lecture, at that time I recorded his voice and when I return back to my home I used to listen that recording. It helped me to increase listening capacity. Now it helped me and I have increased my listening power.
                         How technology developed my writing skill?s
               Before I joined Kathmandu University, I used to write everything in my note book. So, I used to do a lots mistake in my writing. But when I came here it made habituated to write on laptop. It helped me to find out where I committed mistake. Writing on laptop helped me to write more academically. As a system of K.U I have to write each and everything on laptop and print it out for submit to the tutor. So really, it is a good way of developing writing skill. Now I can write more academically and it has very less chance to commit mistake.
                                    How technology developed my oral skill?
              If I flash back my previous academic carrier, I am not good speaker of English language. I could not speak so fluently. I felt very hesitation to speak English in front of the other speaker of English language. But the technology that I used in this university like PPT helped me to develop my fluency. In every subject, there is a presentation as a assignment that we must have to do. While I prepared for presentation, it helped me to read whatever I wrote in my slide. And gradually I used to explain the points that I brought in Power Point Presentation.
                        My experience about the use of technology in K.U.
                 Chappell, Carol A (2003) mention that “use of technology in classroom effects to make habituated to depend on sources and it destroy the creativity of students”. But I say ‘no’ because here what I gained about the use of technology is it helps and supports to learn language and develop communication skill. One year before, I was not able to communicate in English language fluently because I had not such kinds of experience in my previous academic carrier. But now in six month after joining this University I found it amazing. Use of technology develops not only communication in English but it helped in my writing skill and listening skill as well.
                                                      Conclusion
                All in all, technology supports in language learning and communication. Use of mobile, computer, PPT is very useful for language learners. It helps in gathering information, practicing language, and writing academically. It has very less chance to commit mistakes. It shows not only where mistake is but it shows what is the correct form? In the field of language learning, use of technology must be effective for language learners.

                                                Reference
1.      Crystal, D.(2006) Language and internet, 2nd ed. Cambridge: Cambridge University Press.
2.      Chappell, carol A.(2003) English language learning and technology. New York: Oxford University press.
3.      Harmer, J (2004) Teach English through technology, Rutledge: Routledge press


Saturday, June 29, 2013

AN ACTION RESEARCH ON DEVELOPING STORY WRITING SKILL.

School – Adarsha  Saral  Madhyamik  Vidhyalaya , Nagbahal, Patan

Grade-Eight

No. of Student- 12

Action Research Carried Out by : Ranjit  Kumar  Jha



                                                               Abstract
Story writing supports the development of writing skill. It develops overall proficiency and it provides access to expressing ability in school and out of the school. However , it has been observed that students can not write any writing in very well and organize way according to their level. It is a very big problem in Nepal that the teacher didn’t focus on teaching writing skill in the school level. In order to respond this issue, I took an action research project on developing story writing skill among the students.
          The major interventions included several motivational strategies, writing comprehension strategies such as sample writing, guided writing, free writing, story writing. Results reveal the learner’s  development in their writing ability and they are now more positive towards reading. Also, it has indicated that the teacher’s role changes the students writing ability. This study suggests that action research brings about the changes in the student’s writing skill.











                                                  ACKNOWLEDGEMENTS
We are grateful to a numbers of individuals for their support and encouragement which made this project come to this successful completion.
                                    Firstly, we acknowledge our respected tutor Mr. Ganga Ram Gautam, who always listed potently  to all our  problems and questions and provided us very prompt feedback and comment due to watch the successful completion of this project was made possible.
Likewise , we are equally thankful to our teachers Mr. Laxman Guwali and Mr. Dhanpati Subedi who showed us the right direction with valuable advice and encouraging remarks.
We will be forever indebted to our principal of Adarsha  Saral Madhyamik school, nagbahal Mr. Ishwar Pokhrel for motivating and giving me to chance for carried out action research in his school , and also thankful to create and facilitating the favorable environment in the school during my research.
I would like to thank also the class teacher for grade 8, Miss Radha Dwadi and some of my friends who supports me to complete my action research project is Pema Bhusal and Bir Singh Nayak.
Once again, I would like to thank to all the above individuals who really deserve our sincere gratitude as thus project would not have been possible without their help and co-operation.

                                                                                                            Ranjit  Kumar  jha.


                                                 TABLE OF CONTENTS.
Abstract
Acknowledgement
1.      Background of problem………………………………………………………7-8    
2.      Research question ………….…………………………………………………08
3.      Objectives……….…………………………………………………………….08
4.      Proposed and implementing strategy………………………………………….8-10
5.      Action Research Process……………………………………………………..10-16
6.      Data collection………………………………………………………………16-19
7.      Analysis of data……………………………………………………………..19-21
8.      Strategy wise reflection……………………………………………………….21-24
9.      Reflecting on the Process……………………………………………………24-25
10.  Conclusion…………………………………………………………………..25

References










 Background of the Problem
Writing skill is an important skill for English language learners and to have proficiency in language development. Writing in organized way is one of the very important part in language learning.  For this, story writing has a great importance for their greater exposure in writing habit. So many schools and colleges have spent a huge amount of money for organizing workshop, seminar, and trainings. However, students could not develop their writing skill low self esteem and engagement in learning has been a long lasting and widespread problem among the students In Nepal and it has been established as one of the challenges for English language teachers in Nepal.
My school where I carried out my action research (Adarsha  saral  Madhymik Vidhyalaya) lies in a quiet place with wonderful surroundings and sufficient infrastructure with well facility. Although, this is a public government school, it is also popular and very old school in whole lalitpur district. This school has highly experienced, stable teachers. Every teacher is conscious of all round development of the students.
As we have been teaching English for 12 students in grade 8 as English subject teacher. So , it is my responsibility to develop their writing skill and overall English language and performance. Having understood the importance of writing skill in English language development. I suggested them to write about anything that came into their mind, but most of them could not write anything even in a single sentence. Their pen could not move around in the note book. They cannot express their ideas in written form. They cannot construct story in their paper. There were not so interested in writing story in the classroom. So, one of the challenges facing us was how to develop their story writing skill.
When I heard about the action research project and studied some of the samples of action research as provided to us by our tutor Mr. Ganga Ram Gautam , we came to know how action researches provides opportunities for teachers to work. Richard (2003) also suggests that taking action with careful plans makes essential changes to the researches’ teaching practice. We came to be very clear that teacher’s support and motivation encouragement can be the best motivational influence that inspires and support the learning process.
So, immediately I were motivated and instructed to carry out an action research to find out the effective strategies for motivating our students towards writing story for developing their writing skill.

                                     The Students participants in the Action Research
The participants were 12 students of grade 8 of academic year 2013 who have a relatively low reading motivation. The students in the class and not much interest in writing which is one of the factor to produce bad result in the school.
Inquiry Question
“How can I develop story writing skill”
When I told the students to write a story, it was very difficult to involve consciously in writing. They felt very discomfort able to write anything. Their pen was completely stopped. They cannot think about any story. When I told them to write to share a story, they completely surrender. They said “we cannot tell a story”. We have not ability to express my words. We feel very hesitate to speak anything. Students felt difficulty in organizing the event, using tense, separating paragraph, managing the length, formatting structure etc. they can write by looking their textbook but they cannot write by their own. When I observed such kinds of situation, I came to know that, they didn’t have realized the value of story writing and they didn’t feel pleasure while writing any writing.
For finding out this problem, I observed a class and gave a task about story writing. I conducted an interview with their English teacher. I also conducted an interview with students.
                                   
                                                Objectives of   research
This pilot proposal endeavors to address the needs of these struggling learners by meeting the following objectives.
1.      To develop story writing skill.
2.      To make habituated in writing.
3.      Provide alternative learning strategies, materials and skill development for content area.
4.      Provide students with integrated writing skill.
5.      Explore strategies that will help students to develop writing skill for further studies.

                                     Proposed and Implemented Strategies.

The problem that I addressed for an action research is based on the writing. So, the strategies that I am going to implement for improving the application writing and story writing should be based on the writing skills.
Before starting the writing, the writer should think about the idea that they are going to write on some topic. First they have to gather some idea related to the problem or topic. It makes to easy while presentation the ideas in organized way. The following techniques can be used for generating the ideas.
Brainstorming
Brainstorming is the process of generating g the ideas in which writers should think a moment  about certain topic and write it in one side to expand it. Brainstorming is used for writing application and story as well. Writers should think about to whom they are going to write?, what is the purpose of the writing application? Etc. for story writing, writer should think that what is the story about and what event they want to narrate.
Clustering
Clustering is another process of generating the ideas for improving writing. In this process the writers should write the topic in the middle and write some related ideas around it for relating the ideas.
Mind mapping
Mind mapping is the method of generating the ideas for writing. In this method, the students should make mind map of the ideas to the topic. The writer should think about the topic and prepare their mind to expand those ideas in certain topic.
After collecting the ideas, we need to apply some strategies for improvement of the writing. The following strategies are used for writing application.
Strategies no.1 copying
According to River.(2002),In this strategies, the teacher will provide some sample of different types of application like application to the principle, application for vacancy, and application to the organization. After that students try to copy for making the concept about the organization of the context. After this students can be able know where to write date, subject and content.
Strategies no .2 Reading story books.
According to Harmer.(2008), These strategies can be useful for writing story as well. In these strategies, teacher should provide a story book of basic level and told them to read a story and developed the concept and organization framework of the story. Teacher also told them to write a story on similar topic that is given in this story book. After that students try to write  story as written in the book. It will developed writing and reading skill. It will help form a sample for writing story.
Strategies no 3 clue writing
According to the harmer.2008, clue writing can be used for teaching writing in lower in school level. It is one of the very useful methods for writing. In this strategies, teacher will give some clue about application and story and told them to write being based on that clue. After that students use that clue and complete the application and story in complete order.
                                                Action Research Process.
                                              Meeting with principal-             1st day- 28 April
I called a meeting in which I invited our principal.  First I welcomed him and informed about my action research. We gave all the information about what I am going to do? How I am going to conduct the own going to implement and what changes I would like to make change regarding writing skill. I requested him for valuable suggestion and to deal the students with very positive attitudes regarding the writing activities. I requested to the principal to help me for creating an environment where I can easily implement my strategies.

                                                Meeting with class teacher        2nd day-29th April
I had a meeting with class teacher of grade 8. First I introduced him and informed him about my action research. I also informed about my plan for implementing strategies. I asked some questions regarding the student’s level, interest, hobbies, and problem. I also request him for supporting me for completing my research. He helped me to introduce myself in the classroom.
                                                Meeting with Parents              3rd day-30 April.
I had a meeting with parents. I share my plan and vision to them. I asked some question regarding the student’s home work and studies. I asked them questions like what kind of activities do your child? Is your child involved in writing activities? Are you found any assignment regarding writing in their note book? I requested them to help me and support me in this research because it will give benefit for those students.
I requested them to encourage their children to write about something and take interest on them asking about they are writing some story or not or, what kind story they writes?
                                                                                                            4th day-1 june
It was a good day for me when I started my action research on the students of grade 8 in Asdarsh Saral secondary school, nagbahal. There were total 14 numbers of students in that class and most of them are girls. When I entered in the classroom, I felt quite easy for implementation of strategies. It was easy to apply any activities in small numbers of students.
At first I started my activities from introduction. First I introduce myself and have a introduction section in class. Then after I talked about my vision and request them for support me. Now I started my activities from class work. At first I wanted to test them about writing skill. I needed to check their level. My action research is about writing story so I told them to write any hypothetical story that they have heard in their childhood. For this activities I gave them 19 minutes. After 10 min what I found that no any single students can even in single sentence about a story. During their writing process, I wrote some of the basic ideas about the story like how to start story, which structure can used in story, and what are the elements of story etc. I explained those elements in class. I told them there is plot; event and moral in any story and story should be based on the title. I told them to use past tense while writing any story. I provide them one of hand written sample of story and to read and told them write a story as same way.
It was the 5th  day of my activities applied on the students of grade 8. I started today class from checking the assignment that was I gave them in my first class. I checked that assignment about story I saw that strategies worked. Now students can write some of sentences about any story. Today I was not going to apply any new strategies but I have a plan to modify that strategies. I told to students to think about any story about some specific topic that I am going to write on white board. So for this I wrote a topic like “The Cleaver Dog” and told to students to think any story based on that title and wrote in your notebook. After some time, they became able to think a story but they could not share so I checked all story one by one for giving feedback.
For some days, I continued these strategies. I continued on 6th ,7th ,8th ,9th 10th  and 11th  day I took a test for their improving the writing and on 12th day I checked their test copy and evaluate them.
It was the 13th day of my field work on action research. I entered in the classroom and as observed the evaluation of first test, I came to conclusion that I should modify my strategies. First I should help them to create a story event first in their mind than after I encourage them to write story. I told a story that was I heard in my childhood. After that i told them to share a story but again they replied me “sir I could not say in English. So what I thought that for this situation Translation method can be suitable for them. So I told them to share in Nepali and I translate that whole story in English language. It will help them for showing how can a story formed in English language. So I used translation method as a strategies of teaching story writing. I suggest some word meaning that I used in English translation. After that I gave a class work to write a story in Nepali and translate them into English language. After 10 min I collected all the story and took it out in my room for check it. After checked what I found that some students are gradually improved. So I continued that strategy for some days.
In my 14th  class of applying activities in the class room. My plan was to show a sample of stories once again for developing the concept about the organizational part of a story. For that I took a book of short stories and gave to one of the students and fixed a time about 10 min to read and analysis how story is written? What kind of language is used? How the whole story relate with the title? I started my class room activities from collecting the homework from all the students. I checked in class and gave feedback for improving it. I started from book reading activities. Everyone should a read a story once time and share what they understand from that story.
This strategies shows some improvement to form a story and now to some extend they can share story that written in the story book. So, I think it will continue for  in some days, so I continued 3days of my 15th , 16th and 17th class. Now students showed their interesting in reading story. After that in 18th and 19th class again I conduct a test for check their improvements. For some days, I mean the day of 21st ,22nd and 24th I conduct rewrite method. When I checked all those test, I marked out where did they mistake and I corrected there and provide them those all copy to each individual to rewrite the story on same topic. So , what I found from that method was how many times they rewrite the same story, their mistake  was going to less. Their mistake was decreasing.
It was 25th  day of action research activities. Today I had a plan to improve story concept through story game. First I collected home work from all. After that I announce that today we are going to play a game that is “complete the story” and I dictated some rules and regulations that should be follow during game. All the students became excited to play. The game was I wrote a title of a story and students job is to form a story by telling a sentence from each student suitable with that title. For this I wrote a title that “A Greedy Tiger” and I told to start to form a story from back bench. Than one of students started by telling that  “Once upon a time there was an old tiger”. It means now students know how to start story. After complete that game I found the outcome was so good and useful. Story game became success for forming a story on curtain topic. Now students felt enjoy to play such game. I found that they have a lack of words in their mind so I suggested them to increase word power by using different strategies.
It was 26th day of research activities on my implementing strategy in my classroom on improving of story writing. Today I had a plan for teaching story from ‘clue writing’. First I explained what I was going to do today, after that I wrote a topic about one story and below the topic I wrote some clue related to that story. I mean I break the whole story in some clue and told them to write a story on same topic from helping with those clue. I also wrote some difficult word meaning on whiteboard so they feel easy to understand about story. When they finished than I checked all and I found clue is helping them to create a story in well organized form and this time students forced me to give same work in class and in homework. Students felt very interesting about this strategy. It was going to improve their writing, it need to continue for more days. So I was continued for 27th,28th and 29th class
Today was 30th class of my action research project and today my plan was to conduct an interview and ask some question about their feelings and comment on the process that I applied in previous class. Today I had collected some story writing sample from students written by them. Samples are like this:
Data Collection
I have decided to use the following tools to observe and findout their improvement on the problem.
·         Questionnaire
·         Informal interview
·         Written samples
·         Story telling
Questionnaire
First of all, I made a sample questionnaire to find the initial data to find the problem and this is this second time I made some question to know about their improvement and expression , comment about the developing story writing skill.
Out of 12 students, 10 students wrote that they became very happy and thankful to me for developing their writing skill. They wrote that no any teacher used to teach writing before, that’s why they could not be able to write such a story. Other 2 students wrote that they need more class to improvement better. Now , they are reading a story and writing that same in  their own way.
                                                      Informal Interview
In this process, I conducted a personal interview with all students to know about their problem and their improvement. These are some questions that I asked. Can you write story now? What kind of improvement occurs in your writing skill? Do you suggest anything more to develop your writing skill? Are you felling any trouble while writing story?
These are some questions that I asked to my students informally just as the way of informal conversation but we got very important information that would help us reaching to the depth of problem and helps to improve their story writing skill.
                                                       Written Samples
In this tool, I told them to write some stories about different titles before and after. I have collected written samples in three parts first I collected before I applied strategies, during the applying the strategies and after I completion the strategies. All these samples helped me to identified their problem, their difficulty level, and their improvement. It also helps me to use appropriate or suitable strategy for developing their story writing skill. These are samples:
                                                Story Telling
I think, who could not share the story than they could not write story. So for 2 days, I told them to the students to share any story that they heard in their childhood in front of their friends. It help me to check their creativity about organizing the event and what kind of structure they used to share story.
Analysis of Data
I made this following parameter for analysis of data that I have collected during the whole research period. It is hard to analysis whole data so I selected some of the major samples in three different parts for analysis.
1.      Way to start
2.      Organizing the event
3.      Organizing the paragraph
4.      Using tense
5.      Length of Story.
            Way to Start
At the first stage, when I used to analyze data in this parameter I found that before my starategy implementation, students didn’t know how to start. They started haphazardly  like “Tiger go to  the jungle and eat goat.” But after I taught it was gradually going to improve during my strategy implementation. Students used to mention about time about when was event happened. Now students use some of the words like, many many years sgo, a few days back, one month ago, long time ago etc…
After complete my action research, I found now students know about how to start story.
                                                        Organizing the event.
Students were completely unknown about how can organize the event in the story. According to the data that I have collected before starting action research, I found there was no any one –another connection about story. They wrote whatever came in their mind. But after that, we can see in above data, now students became able to organize the event in the story. Before they wrote like
“ A lion live in jungle. A goat lives in jungle. Lion eat goat.”
After completion the research, now they can write in this way
“Once upan a time, there was a lion who lived in jungle. At the same jungle, there was a goat………………………………………………………………………………………………..
                                                     Organizing the paragraph
Organizing the paragraph is also one of skill of good writing. My action research aim is also to develop the skill about how to organize the paragraph in story writing. Before I started my research, organizing part of their writing was not so good. They didn’t know how to organize the paragraph. They used to write everything in one paragraph. They didn’t know how to make separate paragraph. But when I taught them to explain one event in one paragraph. Than now students can organize their event in different separate paragraph.
                                                Using Suitable tense
Generally, story written in past tense but most of the students use to use present tense while writing the story. They didn’t know which tense is used in story writing. After I completed my action research , students became able to use past tense in story writing. Initially , they used to presant tense and how they became able to use past tense while writing a story.
                                                            Length of the story
If we are writing a story, we should care about length also, story should be in proper length. It should not be so long and not should be so short. But if students writes a story in 2-3 sentences than it is not a story. As a same way, students of my class used to write story. They wrote like this.
“Lion go to the jungle and eat a goat”
After my action research, I tried to improve the length of the story. Now, students can write story in proper length. They can write according to the length of event. Now they can write in 40-80 sentences. If I talk about words, they can write about 100 to 200 hundred.
Strategy wise Reflection
                                                                   Sample writing
I started my action research process from sample writing. According to the problem, first I applied sample writing in classroom for developing story writing skill. I believe that without copying students cannot  develop the model of writing. I thought, first sample writing can be effective for them. So, I applied sample writing. I were conduct a activity that I provide a hand written sample of story and I told them to write as same. In this strategy, I felt that students were very enjoying in writing story. First I used to give very short and simple fanny story that can help them to make interesting about writing. It remember my past experience when I started to learn about writing. I also started my writing from sample writing. So, I feel very interesting during the process of applying sample writing as a strategy of developing writing skill.
                                                Reading story book
                                    Student reading story book
Reading story book was very useful strategy that I applied in action research process. Students never used to read story books before. If they didn’t read than how could they write. So, I analyse that problem and I felt first I should make them to read story book and than after they can write some similar stories. So, this strategy became very effectual in developing story writing skill. I believed that reading creates creativity for writing. So, overall students feel very interesting during applying the strategy.
                                                Clue –Writing
I used clue writing as a last strategy for developing story writing skill for last 5 days. I divided all students in three group and I gave each group each topic with clue and I announced which group can write suitable story . students involved in writing the story very seriously. After 10 min I have collected all notebook and I checked. I found each group wrote very interesting story. One group wrote very well organized. This strategy worked very effectively and usefully because clue helped to form a story easily and how they can organize  the whole event from clue and without clue.
Reflecting upon the process.
This action research project was success now that I feel comfortable that my students became able to write stories and most importance was the experience I gained in creating an environment and procedure from teaching language skills. By having clear outcomes, I was able to engage the children at the outset of the activity. My focus became their focus. This is not to say that classroom management problems have eliminated, but that I was able to effectively guide the children back to the lesion because I knew where to direct there attention. The students commented that the writing is fun and they begain to write different kinds of story using different character.
Not detail in this report  are my initial attempts at formulating the concern for this research. It took very careful reflecting and planning. It need to proper guideline . some of the internal and external problems can be stand in front of us, but it will clear gradually. Also critical to the process were the in depth discussion with associate staff of my faculty and staff are very much supportive in nature.
Continuing with action research requires identifying new concern and goal. I wish to look further at aspects of assessment in writing. Also to further enhance the intergrated lesson apporoach. I anticipate examing how other have used other strategies in writing. In essence, this form of research is never quiet concluded, as one concern leads to new and exciting investigations.
Conclusions
As  a result of this action research project, I have an increased awareness of the importance of story writing in developing writing skill. Attempting  to include effective story in all of my lesion has certainly addressed a concern about in teaching practice and has improved my teaching writing greatly . this action research attempt has made me increasingly aware of the need for teachers to pursue professional and personal development throughout this carriers.









                                    References
1.      Costello, Patrick J.M (2005), ACTION RESEARCH, Continuum: New York.
2.      Bruce, Cathy Caro (2007) Action Research, NSDC: K.U
3.      Harmer, Jeremy (2006) Teach English, Rutledge: New York
   


Thursday, June 27, 2013

USE OF PORTFOLIO IN ACADEMIC DEVELOPMENT

                                        Use of Portfolio in academic development
                                                   Background of Study                                     Ranjit Kumar jha.
When I came in Kathmandu University, I have to do a new task that was portfolio. In my first class of study skills and Academic writing, laxman sir used to talk about portfolio. But that was very new for me because I have not listen anything about portfolio. So there was so many questions raised in my mind like, what is portfolio? How can I make that? Why it is important? Sir told that it is very important that you all have to do it as assignment.
After we asked to the teacher about how can we make than he said that ‘ you all have to write a reflection of every class and put in your ring bind file. Sir explained more like everything that you will go to do like all reflections, handouts, term paper, class room activities etc. first I thought that ‘ if it is really important than why didn’t teacher talk about portfolio in my previous academic session. And why it is important now? These kinds of question raised in my mind and I compelled to think  about  portfolio.
Anyway I have to do that. So, I started to write reflection. Next day, I went to the market and bought a ring binder file and now I started to put everything that I had done in that file. Now I have understand that portfolio is something that students keep their record of everything like assignment, class work. Term paper, answer sheet of mid terms and all that paper or handouts provided by teachers  in the classroom.  And not only in one class, every tutor is used to talk about that. In all subject teacher talked about portfolio like “ students you all have to make a portfolio and submit in the middle of this semester and at the last of semester”. Than I thought It is very much important in Kathmandu University. In Kathmandu University it is also one tool of assessment that evaluate to students about their learning and seriousness in learning. It is completely new for me because in my previous academic carrier no portfolio, no assignment nothing. I like some interesting also in the sense that it review our past academic carrier that what are the things that I done in my academic year. It refresh our past level and experience.
So, in this paper I am going to talk about what is the importance and use of portfolio in English language Teaching and learning.
                                                               Portfolio
Although it is very new for me but it is not new thing. I heard it at first when I joined my Masters level program. So, what I understand about portfolio that is “A portfolio is a collection of student work with a common theme or purpose”. The use of portfolios is not new. Portfolios have been common in the fine and performing arts for years in seeking support for one’s work, to document change or improvement in style and performance, or to gain admission to special schools. Broad expansion into the academic arena took place in the 1990s as part of the movement toward performance assessment. This change was fostered by a climate of criticism of traditional assessment techniques, especially multiple-choice testing.
The focus here is on the use of portfolios for assessment, but portfolios can be utilized to achieve
Other  goals. Portfolios may, for example, document varied experiences of the learner in a course or class, provide points for discussion between learner and teacher or among learners, and represent change in the student’s technique or skill over time.
Some other scholar defines portfolio like this
n  “Systematic collections of student work selected to provide information about students’ attitudes and motivation, level of development and growth over time.” (Kingore, 1993)
n  “A purposeful, chronological collection of student work, designed to reflect student development in one or more areas over time and student outcomes at one or more designated points in time.” (French, 1992)
n  “Purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas.”  (Del Vecchio et.al, 2000)
Portfolio as a tool of Assessment
How can we and evaluators use portfolio as a tool of assessment? I think , assessment can be do in two ways . first one that we evaluate our self and second is other evaluation about ourself. So we can use portfolio in both cases. For example , if we look back to portfolio than it shows how gradually we are going to improve. What kinds of mistake that we used to do before and now it is correct or not.  Portfolio is an answer of so many question that we rise later like what was my academic level? How I used to do my assignment? So it can be a tool that show flashback our academic carrier.
If I talk about external evaluation than our tutors, administers can evaluate by observing portfolio. As I mentioned it shows our academic performance and evaluators can make a plan for our improvement or they can give feedback according to our performance. It is a reflection of past , presant and future condition.
However, describing portfolio assessment as authentic suggests that other forms of assessment are less valid, or inappropriate. That is not the case. Different methods of assessment are useful for different purposes. Portfolio assessment is most appropriate when learning can be best demonstrated through a product.
                                                Multiple Uses of the Portfolio
Students with special needs. Many goals on Individual Education Programs (IEP) of students with significant disabilities cannot be assessed by traditional objective or standardized tests. If a student is to learn to tie shoes, remove and hang up a coat, or wash hands independently, the video component of a portfolio could document these accomplishments.
                             Documentation of teacher effectiveness.Portfolios can assist the teacher in demonstrating that students have met standards or IEP goals, that technology and other varied teaching techniques are being used in the classroom, and that students are actively engaged in learning.
Development of student cognitive skill. When students have specific qualitative goals to meet, they practice skills that enhance learning and effective development of products. Designing a product with specific goals in mind can improve planning skills and contribute to realistic self-appraisal. Specific descriptors mitigate vague self-assessments, unrealistic positive or negative self-evaluation, generalized “all or nothing thinking” (my work is always bad or always good), and perfectionism.
                                                My experience of using portfolio
Not only for academic purpose but I used it in my family purpose also. No doubt it helps in my academic improvement. When I see my portfolio record I found that gradually I am going to improve. It helps to correct common mistakes and it shows how practice makes man perfect. I would like to thank my tutors who suggest to do such kinds of activities. There was far difference when I submitted my portfolio in mid of semester and submit in last. It shows my reflection that in six month how I gradually improved my performance.
According to the rules of University it continues in second semester as well. I used it not only in my academic life but in my personal life as well. I use it to keep record of my daily activities and my plan of family. It helps me to improve my habits and be punctual.
                                     What are the values of using portfolio?
n  Provide opportunities for improved student self-image
n  Increase students’ responsibility for their own learning and intrinsic motivation
n  Incorporate examples of student’s higher-level thinking and problem solving
n  Can be used by teachers to monitor class progress, provide feedback to students and parents
n  Encourage a collaborative effort between teachers and students
n  Help to increase awareness of the abilities of special populations
Conclusion
To sum up, portfolio is image is our activities. It is very useful for learners and teachers. It can be used as assessment tool, reflection of progress and record of all activities of classroom. It helps me a lot for my improvement. I think it is necessary to manage portfolio from very beginning. I have lots of experience about using portfolio while I joined Kathmandu University. I suggest all of learners that they should maintain the portfolio.
                                                               Reference
1.           Kingore, B.  (1993).  Portfolios:  Enriching and Assessing All Students (1st ed.).  Des Moines:  Leadership Publishers Inc.
2.      Damiani, Victoria B. (2002) Portfolio in classroom, Pennlsylveania: IUP