E-portfolio-based language learning and assessment
Journal
International Journal of Learning
Journal Volume
17
Journal Issue
7
Pages
313-336
Date Issued
2010
Author(s)
Abstract
Although e-portfolios have become one of the crucial technological applications in English as a Foreign/Second Language (EFL/ESL) pedagogy, learners' experience and perception of learning with this digital device still remain largely unexplored. The study, drawing on a theoretical framework, centered on three EFL learners to obtain their in-depth and contextualized views and stances on eportfolios. The findings indicated that learners positively perceived e-portfolios, particularly for raising metacognitive and affective awareness and providing multidimensional perspectives on evaluation. However, they articulated a few concerns, such as (1) portfolios being time-consuming, (2) uncertainty and self-perceived insufficient English proficiency while carrying out self- and peer-assessment, (3) misconception and unsatisfactory quality of peer feedback, and (4) portfolio grading procedures. © Common Ground, Shao-Ting Alan Hung, Heng-Tsung Danny Huang.
SDGs
Type
journal article