The use of process genre approach and E-portfolio dossier to improve short story writing skills of eleventh graders

Abstract

This study reports the effects of using the genre-process approach and e-portfolio dossier to improve short story writing among senior year students from a state school in Bogotá. It shows how learners can systematically develop their writing processes to become active student-writers. Data analysis in this action research study reveals significant improvements in students’ written production and shows new emerging roles in learners: they evolved from a passive to an active status which enabled them to become planners, builders and reviewers of their own short story writing process. These roles helped students to reflect upon their learning and become better decision makers and critical thinkers. Results also validate the use of e-portfolio dossier as an effective learning and assessment tool.