Introducing Email Portfolio as a Means of Developing EFL Learner's Autonomy

Khoosf, Saeed Ganji; Khosravani, Mahmood

doi:10.1016/j.sbspro.2014.03.446

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…Barrot [3] reached the similar results that Facebook-based e-portfolio had a positive impact on students' writing practices, making it a viable tool for e-portfolio assessment. Also Khoosf and Khosravani [12] stated that dispensed with time-and location-constraints, electronic portfolios simplify and vivify the feedback-giving process for teachers and peers in a dramatic way. Otherwise Lorenzo and Ittelson [14] stated that electronic portfolios encouraged personal reflections and often involve the exchanges of ideas and feedback.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

“…In addition they especially stated that they inspired and developed self-confidence and creativity by seeing other materials. Similarly Khoosf and Khosravani [12] signed that portfolios can help make the learning process more visible to students, developing their capacity for reflection and self-assessment, and thus enabling them gradually to assume more and more responsibility for their own learning. In this way, it serves as a tool for promoting the development of learner autonomy.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

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The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

Orhan-Karsak¹

2016

ujer

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Exploring the effectiveness of facebook in the process of preparing portfolio, it will be significant to profit by teacher candidates' experiences on facebook and traditional environments. Therefore in this phenomenon study to fathom of the portfolio experiences on both environments is intended. In this regard the opinions of the volunteers who have continued portfolio studies every week, were taken from utilizing four semi-structured open-ended questions. In consequence they are in the pedagogical formation program, ten female and five male in both environments, in total thirty participants. Data were collected in writing in fifty minutes, analyzed via Nvivo 10, presented with mind maps. Participants think that facebook environment is compared to other social networks easy to reach, actual, the best known environment, gives opportunity to add various types of files, facilitates sharing independent of time and place and creating an archive, although they stated that the participants who use the environment for the first time in an instruction process, don't take responsibility and despite warnings. For traditional environment, they believe that develop a high level of consciousness of communication, sharing, task and responsibility. However they express the lack of opportunities to see sharings instantly and to make peer review between groups.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

Orhan-Karsak¹

2016

ujer

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“…This work is a training on language tools, as well as speech practice. A number of foreign scientists have the same opinion (Safranj, 2013;Sadi & Uyar, 2013;Popescu & Cohen-Vida, 2014;Mahmoodi, Kalantari, & Ghaslani, 2014;Khoofs & Khosravani, 2014). Passov (1989) distinguishes three levels which the student passes on the way to mastering techniques or the series of techniques: 1) Clearly and intelligibly imagines all the «planned» steps in the activity (enumerates the sequence of steps, the application of techniques, but does not perform this activity).…”

Section: Stages and Techniques Used In The Process Of Recognizing Thementioning

confidence: 99%

Organizational Model Of Teaching Grammar

Strenadyuk¹

2020

European Proceedings of Social and Behavioural Sciences

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“…They stated that implementing learners' autonomy makes the teaching and learning process effective. This effectiveness becomes the ultimate goal of a language teacher to encourage students to be autonomous learners (Alonazi, 2017;Khoosf & Khosravani, 2014). Therefore, teachers expect students to be responsible, manage learning, and apply their knowledge to become autonomous learners in the learning process.…”

Section: Introductionmentioning

confidence: 99%

Promoting Learners’ Autonomy Through Video Recording in Public Speaking Class

Melania

Savitri

2022

JEASP

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The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly

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Introducing Email Portfolio as a Means of Developing EFL Learner's Autonomy

Cited by 6 publications

References 7 publications

The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

The Two Faces of Teacher Candidates' Portfolio Experiences: Tradition and Facebook

Organizational Model Of Teaching Grammar

Promoting Learners’ Autonomy Through Video Recording in Public Speaking Class

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