No abstract

No abstract

Research into portfolio assessment highlights its potential to help L2 writers organize, reflect on, and take charge of their own learning. Although many have investigated L2 students’ use of e-portfolios as alternative assessment, little attention is paid to EFL learner perceptions. This study aims to explore EFL college writers’ perceived benefits and barriers of e-portfolio creation and evaluation. A platform, Wix.com, was utilized for students to build up their e-portfolios to showcase their written work. This study followed two classes of sophomore students (n = 29) for two academic years. To gain insights into students’ perceptions, both quantitative and qualitative data were collected, including a questionnaire, students’ reflections, and interviews. Results indicate that most students valued the practices of creating and maintaining their own Wix-based e-portfolios which displayed their development and growth as writers and learners over time. Although some students reported barriers to constructing the Wix-based e-portfolios, they considered the e-portfolio approach innovative, integrated, and reflective. This study concludes with implications for educators who wish to integrate the portfolio approach through web-based platforms.

No abstract

No abstract