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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 — ELT & TESOL1 Jan 2025
Evaluation of English Language Teaching via Objective-Based Curriculum Evaluation Model
Atilla Ergin, Simge Kambur
This study evaluates the effectiveness of a curriculum designed to teach the Simple Past Tense to high school preparatory students using a communicative and student-centered approach. Pre- and post-tests measured improvements in speaking, listening, reading, and writing, while observation forms assessed engagement and instructional impact. Findings indicate that integrating grammar instruction with real-world tasks enhances student engagement and learning outcomes.
Original abstract
This study explores the effectiveness of a curriculum designed to teach the Simple Past Tense to high school preparatory students within a communicative and student-centered framework. The participants were 24 male students, aged between 14 and 15, all possessing A2-level English proficiency. Through a combination of pre- and post-tests, the study assessed progress in students' core language skills: speaking, listening, reading, and writing. Additionally, both teacher and student observation forms were employed to examine classroom engagement and instructional impact. For one week, the lessons emphasized real-life application of the past tense, aiming to create meaningful and interactive learning experiences. Quantitative data were analyzed using dependent samples t-tests to identify any significant improvements in language performance. Complementary to this, qualitative data from observation forms were subjected to thematic analysis to uncover patterns related to participation and instructional effectiveness. Findings suggest that integrating grammar instruction with real-world tasks enhances student engagement and reinforces learning outcomes. The study highlights the importance of balancing form-focused instruction with communicative practices and offers implications for refining grammar teaching strategies in similar contexts.