很多学习档案评估的研究者都提出“学习档案”是日常英语课堂教学中一种有效的手段，但是很少有关于“学习档案”在学习动机、学生反思能力、合作学习和自我评估能力等方面给学习者带来的具体差异的个案研究。本次研究的目的就是调查“阅读写作档案”对英语写作的具体效能，同时研究在档案使用过程中动机，反思，合作学习和自我评估在不同程度的学习者中起的作用。研究者对所教初二的两个班级的学生进行了追踪观察并对其中的6个学生进行了个案研究，为期两个学期。为收集数据，作者采用了问卷调查、访谈、学生学习日志、口头报告和观察者记录等多种手段。结果表明，“阅读写作档案”这种评价方式是提高学生阅读和写作能力的一种有效手段。研究者还对在档案评估起主要作用的反思能力，合作学习和自我评估能力等方面进行了个案分析，实验结果表明：1．不同水平的学生英语成绩都有了一定的进步，但进步幅度各有差异。2．不同水平的学生在写作技巧方面进步各有差异。水平高的学生进步集中在文章逻辑性，文章内容上，水平低的学生进步主要在文章的编辑方面。3．档案评估能有效地提高学生写作的积极性，以让他们体验到“成就感”。4．档案评估中的自我评估和同伴评估等方式有效地提升了学生的反思能力。水平高的学生反思能力越强。5．档案评估还能促进学生的合作学习。水平高的学生更愿意与教师配合、与同伴合作。6．学生的性别差异和以前的学习经历也起了一定的作用。

Many researchers on portfolios put forward that portfolios are beneficial in English teaching. However, there have been few case studies on learners’ differences in writing skills, motivation, reflective learning, cooperative learning and self-assessment. This research attempts to implore portfolios in English classroom for junior middle school students and to measure the effects of portfolios on their EFL writing. The researcher also wants to find out the roles of motivation, reflection, cooperation and self-assessment of different-proficiency learners.The students participating in this experiment are from two classes of Junior Two in Qianhai Middle School in Shenzhen. Six subjects are case studied for two semesters. In order to make the project more reliable, multiple instruments are employed. They are questionnaires, oral interviews, learning diaries, verbal reports and observer’s notes. Correlative analysis reveals that literacy portfolio assessment is an effective method for the EFL writing.The researcher also analyzes the roles of reflective learning, cooperation and self-assessment which are the main characters of portfolios. The followings are the most findings:(i) Each subject has achieved progress at the macro-level, but seems to differ tremendously at the micro-level.(ii) Different proficient learners have different changes in their writing skills. The changes of more proficient learners are focused on logic order, good beginning and ending and the content of the writings. However, the less proficient learners’ reflection is concentrated on spelling, punctuations and capital letters.(iii) The learners become more motivated in their studies. Portfolios leave the learners a sense of success.(iv) Portfolios enhance learners to reflect by means of self-assessment, peer-assessment and so on. And more proficient learners are more willing to reflect.(v) Portfolios encourage the learners’ cooperative learning. More proficient learners like to cooperate with teachers and their partners.(vi) Gender as well as learners’ past learning experience seems to have a role to play in the employment of portfolios.