An Investigation into the use of Writing Portfolio in Improving Writing Competence for Pre-Intermediate Non-English Major Students in Some Intense English Writing

RationaleThe landscape of language education has developed significantly, leading to the need for effective pedagogical strategies to improve learners' English competence at all levels.Writing, one of the four essential language skills, is crucial for EFL students as it enables them to produce original writing across various text genres (Weigle, 2002).Despite Vietnam's active integration into the global market through ASEAN and WTO, the quality of English education still falls short of international standards, even with significant attention and resources (Hoang, 2010;Pham, 2014;Phan et al., 2014).This emphasizes the importance of English education in the country and the need for effective learning policies, particularly at the pre-intermediate level, where students transition from basic to more complex language skills.According to Hoang (2018), students should focus on regular learning rather than evaluations, as grade pressure can lead to anxiety and hinder cognitive growth.The use of writing portfolios offers a reflective approach to language development, with Hamp-Lyons and Condon (2000) identifying nine qualities, such as student-centered control, delayed evaluation, and tracking progress over time. Aims and objectives AimsThis research aims to explore the effectiveness of incorporating writing portfolios as a teaching tool for pre-intermediate students in intensive English writing courses.It seeks to provide insights into enhancing writing competence and addressing the limitations of traditional methods.