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
E-portfolio implementation based on formative experimental design improved 10th graders' English reading and writing achievement scores and self-efficacy beliefs. Students perceived e-portfolios as beneficial for supporting their learning processes and developing language skills.
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.
- PaperERIC — Assessment & second language1 Jan 2025
The Use of E-Portfolio as Innovative Creation of EFL Students in Language Assessment
Eny Syatriana, Saiful, Ariana, Adni Dzilarsy
Developed and tested an e-portfolio measurement model for EFL students in language assessment courses. Found that students' main obstacles were inadequate internet access and difficulty adapting to the e-portfolio system. Provides guidance for higher education institutions implementing e-portfolio assessment.
Original abstract
The main aim of this paper is to have an innovative model for helping students to design an e-portfolio assessment subject. This study developed an e-portfolio measurement instrument model, at the individual level of analysis, using responses from 40 e-portfolio student users from the fourth-semester students of Muhammadiyah University, were purposively selected to assess the success of their e-portfolio implementations from their students' perspective. Academic institutions can use the results of this research to assess the success of their e-portfolio implementations from their students' perspective. It employs the research and development method to collect data, which were used to achieve strengthen confidence in the learning outcomes. Innovative learning is an approach or learning method that uses new, creative ways, prioritizing skills visible in student learning outcomes. Language Assessment and Evaluation courses play an important role in various activities. In terms of the use of e-portfolio for teaching objectives to be achieved, lecturers are required to use interesting methods of e-portfolio implementation teaching assessment and evaluation skills because the results can be used to improve learning outcomes. The findings show that the students' common perceptions of obstacles were inadequate Internet access and trouble adjusting to the e-portfolio. The implementation of the e-portfolio is new, so it is vital to get the opinions of those who use it daily. The paper outlines the advantages and drawbacks of utilizing the e-portfolio as a tool for academic assessment. This will direct scholars and practitioners in the proper implementation of the e-portfolio in higher education establishments.