e-portfolio
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- PaperDOAJ — Language assessment1 Jun 2026
The Effects of E-Portfolio Implementation Based on Formative Experimental Design on Students’ English Reading and Writing Skills and Self-Efficacy
Özlem Ören, Azmi Türkan
A formative experimental design with 29 tenth graders showed that e-portfolio implementation improved English reading and writing achievement scores and self-efficacy beliefs. Qualitative data indicated students perceived e-portfolios as beneficial for learning and skill development.
Original abstract
The present study aimed to examine the use of e-portfolios in relation to students’ English reading and writing skills and self-efficacy beliefs. Because e-portfolio is believed to have a potential to foster 21st century skills including creativity and digital literacy. The participants consisted of 29 10th graders in a state high school. Formative experimental design was employed a research design involving a single experimental group. In the quantitative dimension, the reading and writing subscales of the "English Self-Efficacy Belief Scale" and "English Reading and Writing Achievement Test," developed by the researcher, were used in order to collect the data. So as to score English writing achievement test, "The Newly Developed Essay Scoring Rubric" was utilized to assess students’ writing performance. For the qualitative part of the research, a semi-structured interview form prepared by the researcher and researcher notes were used to collect the data. Quantitative data were analyzed using dependent-samples t-tests to compare pre-test and post-test scores. Qualitative data were analyzed through content analysis. The findings of the study revealed improvements in participants’ English reading and writing achievement scores as well as their self-efficacy beliefs following the e-portfolio implementation. Qualitative findings also suggested that students perceived e-portfolios as beneficial for supporting their learning processes and developing their language skills.