Implementing electronic speaking portfolios: perceptions of EFL students

Huang, Heng‐Tsung Danny; Hung, Shao-Ting Alan

doi:10.1111/j.1467-8535.2009.00996.x

Cited by 60 publications

(47 citation statements)

References 3 publications

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“…From the results, it was obvious that the participants reacted to the vlog project in a positive way, echoing previous blog‐related studies (Ducate & Lomicka, 2008; Hsu et al. , 2008; Huang & Hung, 2009; Hung, 2006, 2009; Liou, 2007; Sun, 2009). Particularly noteworthy in the findings were reflection and interaction.…”

Section: Resultssupporting

confidence: 77%

“…The weak linkage to real‐time communication constituted a disadvantage. Although the vlog project increased the students' opportunities to speak the target language, it seemed unable to train the students' real‐time, spontaneous face‐to‐face communication skills as indicated in Huang and Hung (2009). For instance, one indicated that ‘Although I did a good job on my video clips in my vlog, I don't think my face‐to‐face communication skills are improved when I am expressing my ideas in the small group discussion.’ Similarly, another pointed out that ‘It's hard to use vlogs to train my speaking ability because vlog is prepared while face‐to‐face communication is spontaneous.’ Therefore, the vlog project can only develop the students' presentation skills but not spontaneous communication skills.…”

Section: Resultsmentioning

confidence: 99%

“…As seen by Godwin‐Jones (2008), this feature aptly enables blogs to generate a greater participant involvement compared with other web‐based environments. Moreover, as Huang and Hung (2009) put it, dispensed with time and location constraints, blogs can further simplify and vivify the feedback‐giving process for teachers and peers in a significant way, thus enhancing the bidirectional communication between the teacher and students and among peers. Finally, Richardson (2006) posits that blogs, being widely accessible to the public, can also foster a heightened sense of audience in bloggers and as such, cause them to take a more careful account of what they write and how they write it.…”

Section: Introductionmentioning

confidence: 99%

“…However, the study also indicated students' decreasing motivation in voice blogging because of the lack of necessary time. Finally, Huang and Hung (2009) found that EFL students generally perceived the implementation of electronic‐speaking portfolios in a favourable manner because they helped identify weaker areas in speaking, offered additional oral practice opportunities, alleviated speaking anxiety, archived learning progress and reinforced peer bonding. On the other hand, the findings indicated two negative criticisms––the absence of face‐to‐face interaction and the presence of rehearsal opportunities masking the true oral proficiency level.…”

Section: Introductionmentioning

confidence: 99%

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Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions

Hung

2011

Brit J Educational Tech

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This study set out to examine the implementation of a video blog (vlog) project in an English for Specific Purposes (ESP) course that aimed to increase students' opportunities to use the target language. Specifically, it explored students' perceptions towards vlogs and analysed the advantages and disadvantages of vlogs as identified by the students. Data sources included an attitude survey, an open-ended questionnaire, student interviews, written peer feedback, video clips in vlogs and reflective journals. The results indicated that firstly, the students favourably perceived the vlog project because vlogs not only helped them organise and reflect on their learning products, but also allowed them to archive their learning processes. Second, they reported a number of advantages associated with vlogging, such as visual representation, relief from time constraints, self-evaluation, professional development, wider audience, peer learning and technical capability. Third, in the opinion of the students, the challenges compromising the effectiveness of the vlog project involved technical difficulties, affective interferences, weak linkage to real-time communication and time issues. In light of these findings, the researcher proposes two pedagogical implications for ESP instructional practices.

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Section: Resultssupporting

confidence: 77%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions

Hung

2011

Brit J Educational Tech

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“…Audio recording and playback functionalities on mobile devices make it possible for mobile learners to read a word or sentence aloud while recording it, playing it back to listen to his/her own pronunciation, and compare it to the correct audio clip provided by the language learning programme. This is very helpful for oral practice and to reduce anxiety amongst second language speakers (Huang and Hung, 2010). Voice recordings allow listeners to replay content as often as they wish and encourage active learning, audio feedback and reflective learning (Ng'ambi and Donnelly, 2010).…”

Section: Audio-rich Language Learningmentioning

confidence: 99%

Mobile learning: Moving past the myths and embracing the opportunities

Brown

Mbati

2015

IRRODL

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Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon. In this regard, we first need to understand the core fundamentals of mLearning and gain insight in what mLearning entails.<br /><br />Using critical reflection, this paper clarifies what mLearning is by invalidating myths and misperceptions related to mLearning. Acknowledging the lessons learnt through past experience, the authors then explore the opportunities that mLearning provides. mLearning challenges and risks are discussed to assist those who are keen to embrace these opportunities, in avoiding unnecessary risks and pitfalls. The paper concludes by sharing a few thoughts on the future of mLearning.<br /><br />These perspectives on mLearning seek to provide an overview of what mobile learning entails, recognise the achievements of mobile learning to date, and stimulate an appetite to embrace the opportunities in open and distance learning, while minimising the potential negative effects of technological, social and pedagogical change.

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Portfolio Assessment

Hung

Huang

2013

The Encyclopedia of Applied Linguistics

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Portfolio assessment represents a form of alternative assessment and, as its name reveals, assesses learning performance via evaluating portfolios. As defined by Genesee and Upshur, a portfolio refers to “a purposeful collection of students' work that demonstrates . . . their efforts, progress and achievement in given areas”(p. 99) and might include such artifacts as writing samples, reading logs, drawings, journals, personal reflections, and teacher and student comments on students' progress, among others. Portfolio assessment came into prominence largely as a response to the need to transcend standardized testing and, more importantly, the need to integrate instruction and assessment. As Hamp‐Lyons and Condon asserted, a portfolio provides an instrument that incorporates the products of instruction and that can, if the assessment is designed carefully, provide an evaluation that feeds back into the process of instruction . . . Perhaps the greatest theoretical and practical strength of a portfolio, used as an assessment instrument, is the way it reveals and informs teaching and learning (pp. 3–4).

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Implementing electronic speaking portfolios: perceptions of EFL students

Cited by 60 publications

References 3 publications

Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions

Pedagogical applications of Vlogs: An investigation into ESP learners' perceptions

Mobile learning: Moving past the myths and embracing the opportunities

Portfolio Assessment

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