How Well Do E-portfolios Facilitate Students’ Learning Engagement in Speaking Courses during the COVID-19 Pandemic?

Abstract

The COVID-19 pandemic has affected educational practices worldwide, including English language teaching and learning practices like teaching speaking courses. It has also shifted face-to-face learning into distance learning modes. Implementing e-portfolios in assessing students' speaking performance seems to be an alternative as this technique could be implemented fully online. However, how well e-portfolios facilitate students' learning engagement in speaking courses, especially during online learning, has been little documented. Thus, this study aims to explore the students' learning engagement and the challenges of implementing e-portfolios in an online speaking course. Using a single case study in an English Language Department at a public education university in Indonesia, the study involved ten participants selected using a purposive sampling technique. Data were collected from various resources, such as phone interviews, videos, and reflection journals, as data/source triangulation. The data were then analyzed using a theoretical thematic analysis technique. The findings revealed that the participants had active participation and showed almost similar engagements in cognitive, affective, and behavioral domains during the online speaking course. However, the students also faced several challenges that inevitably affected their feelings. Few implications are also discussed pertaining to conduct English language teaching practices during the COVID-19 pandemic.

Challenges and Opportunities of Online Assessment Implementation During Covid-19 Pandemic in Indonesia Based on Recent Studies

“…First, one of the challenges found is the lack of digital literacy (Arifuddin et al, 2021;Fathurrochman, 2021;Fauzani et al, 2021;Kusuma et al, 2021;Luthfiyyah et al, 2021;Ningsih et al, 2021;Nurkamto et al, 2022;Saputra et al, 2022;Syafrizal & Pahamzah, 2020;Ukhrowiyah et al, 2021;Widiastuti et al, 2021). This challenge (22.9%) became the most common challenge of online assessment implementation in Indonesia.…”

“…Here, students with poor ICT skills are disadvantaged in online assessment (Arifuddin et al, 2021). Some students lack the understanding to use various applications and platforms (Fauzani et al, 2021), or they also feel the challenges of filtering the digital information or confirming whether or not it is suitable or correct (Kusuma et al, 2021). This challenge occurs not only for students but also for teachers.…”

“…Additionally, the challenge also came from the less motivated and discouraged students (Arrieta et al, 2020;Fauzani et al, 2021;Fitriyah & Jannah, 2021;Kusuma et al, 2021;Nurkamto et al, 2022;Rachmawati et al, 2022;Wibowo & Novitasari, 2021;Yulianto & Mujtahid, 2021;Zboun & Farrah, 2021). Many students feel less motivated in an online class because they are bored of virtual interaction (Zboun & Farrah, 2021).…”

“…Moreover, another challenge found was the internet cost and connection (Arrieta et al, 2020;Kusuma et al, 2021;Nurkamto et al, 2022;Ukhrowiyah et al, 2021;Wibowo & Novitasari, 2021;Widiastuti et al, 2021;Yulianto & Mujtahid, 2021;Zboun & Farrah, 2021). The internet connection problem has still become a hot issue in conducting online learning (Nurkamto et al, 2022;Ukhrowiyah et al, 2021;Yulianto & Mujtahid, 2021).…”

“…Furthermore, teachers also found it difficult to follow students' progress (Arifuddin et al, 2021;Kusuma et al, 2021;Saputra et al, 2022;Widiastuti et al, 2021;Zboun & Farrah, 2021). Since the video conference is occasionally conducted regarding lots of internet data needed, teachers cannot know well the students' weaknesses and strengths or their actual progress.…”