Using E-Portfolios and ESL Learners (original) (raw)
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Using an e-Portfolio System to Improve the Academic Writing Performance of ESL Students
CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings, 2012
Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic , where writers their text. However, Lefkowitz (2009) claimed that the interpretation of the process on the generation, formation and revision of ideas. To tackle the problems of providing appropriate, regular feedback within a "socially and culturally situated" approach to used to support students on an ESL writing course as they worked through the key phases of the writing process. The system provided a framework within which they could write to and receive feedback from each other, as well as from the teacher. 46 ESL students from an English Centre were divided into a conventional group and an e-portfolio group. They submitted a series of essays over a number of weeks on which they received both peer and teacher feedback. Data were gathered using an online questionnaire, samples of writing, online tracking and interviews. The post-intervention test results indicated e-portfolio software, by facilitating both writing, and the provision of regular peer and
The use of e-portfolios in EFL writing: a review of literature
ELT Research Journal, 2016
In English as a foreign language (EFL) context, writing is generally considered as a very difficult task which requires an experience to accomplish. Electronic portfolios (e-portfolios) are widely used as a systematic collection of students’ works that indicates their progress, effort and achievements in the EFL writing process. However, the number of studies on how e-portfolios affect the EFL writing process remained limited. Thus, the current study aims to present a review of research on how e-portfolios affect the EFL writing process to guide further research. For this purpose, after presenting the theoretical background of EFL writing and e-portfolios, the study briefly reviews the studies on the effects of e-portfolios. The review first focuses on e-portfolios and learners’ motivation and their effects on academic writing. Then, the study concentrates on the e-portfolio creation process and its limitations. The study concludes that e-portfolios develop reflective learning, writ...
The impact of e-portfolio on foreign language writing skills
Ankara University, Journal of Faculty …, 2011
This study explores the effect of e-portfolio use on developing the writing skills of English language learners who are at the pre-intermediate language proficiency level. The experiment group (n=23), were asked to enroll in an online classroom to keep online portfolios whereas the control group (n=24) kept paper portfolios. `The Motivation Strategies for Learning Questionnaire` and `Computer Attitude Questionnaire `were used in addition to the `Computer Literacy Survey` to collect data. This study provides insights into using portfolio through online writing practice compared with paper-based practice in terms of achievement. The results suggest that 1) The digital environment contributes to language writing skills. 2) Factors of previous computer experience and computer ownership influence computer attitudes. 3) E-portfolio can be integrated into foreign language teaching curricula.
The effect of employing electronic portfolio on Iranian EFL learners' writing skill
Theory and Practice in Language Studies, 2016
—A superior method of language teaching is what all researchers and language teachers look for. In order to facilitate the process of language learning, technological tools can be helpful. The present study aimed to investigate the effect to employing electronic portfolio on Iranian EFL learners' writing skill in a language institute in Isfahan, Iran in summer 2014. To find the homogeneity of subjects, the Oxford Quick Placement Test was administered and the subjects were divided into experimental and control groups. The experimental group received the treatment which was employing the electronic portfolio, while the control group had the conventional context of language classes. At the end of the study, the obtained scores on the pretests and post-tests were analyzed. Independent t-tests were run to compare the collected scores in the two groups. The results of the study showed significant difference between the experimental group and the control group. The findings of the study can bear implications for EFL student, teachers, policy makers, university and institute organizations, and syllabus designers.
Exploring EFL Learners' Attitudes toward the Application of a Model of Writing E-portfolio
This study aimed to explore the attitudes of two groups of EFL learners toward the application of a model of writing e-portfolio in developing their writing skill. It was a follow-up study to an experiment on the effectiveness of this model on the writing performance of Iranian EFL learners. One group had used certain strategies based on the analytic traits of writing, while the other group had not used such strategies in the writing process. Four class members from each writing e-portfolio group were selected purposively for conducting the semi-structured interviews in this research. The findings showed that members of the group that used strategies based on analytic traits of writing had acquired a sort of awareness towards the different qualities of writing, claiming that knowing about the analytic traits of writing caused them to understand the necessity of paying attention to all aspects of writing and not just the usage and mechanical correctness of it. They referred to the role of Peer Checklist in reminding them of the writing qualities to be considered in their self-and peer-assessment. The results of the learners' feedback in both e-portfolio groups further revealed that the electronic environment of e-portfolios can play a significant role in facilitating the writing task performance of the learners and consequently improving their writing skill in both e-portfolio groups. On the whole, the student self-reports indicated that the use of strategies based on analytical traits was able to heighten awareness regarding important aspects of writing.
International Journal of Instruction, 2019
The role of technology in educational settings all around the world has changed the methods of teaching and assessment in the last few decades. Unfortunately, the shortcomings of e-learning in Iran has deprived students of many advantages of it. This research paper tries to answer questions regarding the effect of e-portfolio on the students' writing proficiency in the context of learning English as a foreign language and the learners' use of self-regulated learning strategies. Furthermore, the attitude of students towards the use of e-portfolio in the writing class was investigated based on the data obtained through the survey, teacher's field notes, and teachers' observations. The data obtained from English majors at State and Azad Universities in Rasht, north of Iran, was both qualitatively and quantitatively analysed. The findings revealed that the use of e-portfolio had a significant effect on students' writing proficiency and their use of self-regulated strategies. The evidence from the study also showed learners' positive attitude towards the use of e-portfolio, mainly due to its accessibility, convenience, and the feedback they could receive through it.
E-Portfolios: A New Trend in Formative Writing Assessment
Implementing multiple methods of writing assessment plays a significant role in mastering this skill. This article examines assessment methods from traditional to alternative, as well as new trends in writing assessment to improve this skill of (English as a Foreign Language) EFL, (English as a Second Language) ESL learners. Both the advantages and challenges of e-portfolio based assessment have been argued. Alternative assessment employs dynamic, ongoing evaluation tools such as e-portfolios to empower learners’ knowledge. Explosive growth of e-portfolios provides the opportunity to identify learners’ needs. Reflection, collaboration, self-assessment, peer-assessment and self-regulation may be promoted in students by means of e-portfolios.
E-Portfolio as a Corrective Platform towards EFL Students’ Overall/Componential Writing Performance
This paper aims at accentuating and exploring the effect of using electronic portfolio (EP) platform in providing corrective feedback (CF) on EFL students' overall and microcomponential writing performance. Moreover, by conducting a semi-structured interview, the study seeks to obtain students' attitudes towards the use of EP in three aspects, namely awareness, work/activity, and pros and cons. A total of 34 intermediate EFL students ranging from 20-25 years of age participated in this study. While students in the experimental group (N=17) received their corrective feedback via EP, the control group's (N=17) writing assignments were corrected using traditional paper-and-pen portfolio. An EP platform was designed using DOKEOS environment during eight instructional sessions.
English Language Teaching, 2015
The purposes of this study were to investigate the effects of the use of paper-based and weblog-based electronic portfolios on the writing achievement of limited English proficiency students, to survey the students' attitudes towards the use of the portfolio assessment, and to compare the viewpoints of the students in the control and experimental groups. The study was conducted with 60 second-year hotel and tourism students enrolled in the Writing for the Service Industry course. They had limited English proficiency, as their previous English grades were C or below in average. The simple random sampling technique was used for subject selection and group assignment. Google's free weblog website (located at www.blogger.com) was used as a tool for creating and developing the students' personal electronic portfolios. At the beginning of the course, the students in the control group and the experimental group were trained in the concept of portfolios, and the purposes, content, and criteria used for assessment were discussed with the students. A writing achievement test and a closed-ended questionnaire were used for the quantitative data collection, while the qualitative data were gathered from the open-ended questions, interviews, and reflection. Descriptive statistics and t-tests were employed for the data analysis. It was found that the effects of the use of paper-based portfolios and weblog-based electronic portfolios on the writing achievement were not significantly different, but some promising results of the use of weblog-based electronic portfoliosfor language learning and assessment are indisputable.
Language in India, 2019
The aim of this study is to investigate the impacts of the application of two portfolios including paper-based and weblog-based electronic portfolios on learners' writing ability. First, a sample OPT was piloted to 20 learners bearing almost the same characteristics of the participants of the main study. This research used EFL learners' test scores as the data. Next, the test was administered to 90 intermediate EFL learners so as to homogenize them with respect to their proficiency. Out of 90 EFL learner, 60 intermediate learners were selected from an English language institute as the members of the present research in two groups (one experimental and one control groups). In the first step, the course explanation, objectives, and evaluation were introduced to the learners by teacher. The learners of the control group and the experimental group took the pre-test. In both control group and experimental group, the application of portfolios was introduced to the learners. The learners of the experimental group were trained in how to build and construct their personal electronic portfolio by using a weblog, while the learners of the control group were trained in how to improve and gather their work in paper-based portfolios. Descriptive statistics and t-tests were employed for the data analysis. It was found that the effects of the application of weblog-based electronic portfolios as modern portfolios have strong effect on the writing ability. That is to say, weblog-based electronic has a significant effect on the enhancement of the writing ability by EFL learners.