Investigating the Use of Student Portfolios to Develop Students’ Metacognition in English as a Foreign Language Learning

Abhakorn, M.L. Jirapa

doi:10.4304/jltr.5.1.46-55

Cited by 9 publications

(7 citation statements)

References 16 publications

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“…The process of reviewing, comprehending, and assessing the many aspects of the problems may give light to the manner in which implementations evolve, develop, and integrate with one another. According to Abhakorn (2014), the use of e-portfolios incorporates the potential to expand the teaching of writing skills and track the development of the learners. In addition, the usage of e-portfolios enables the sharing of work among students.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

A literature review on e-portfolios in teaching writing in English as a Foreign Language classes

Saraç

SARAÇ

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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Electronic Portfolios have been widely used for monitoring the progress and achievements of EFL learners as they present a systematic collection of students’ tasks and performances. Particularly during and after the Covid-19 pandemic process, the majority of the educational institutions converted their foreign language teaching models and integrated digital platforms into their teaching programs. With the acceleration of the digitalisation process, e-portfolios have emerged as an alternative to traditional portfolios for monitoring and storing the students’ works. The current paper aims to review the literature on e-portfolios for writing skills in the EFL context. The present review focuses on the effects of e-portfolios on students’ motivation and success, technological requirements and challenges, limitations of e-portfolios, and perceptions of students and teachers/instructors. Depending on the studies reviewed, the paper concludes that e-portfolios affect students’ attitudes toward writing tasks; it increases their motivation and develops writing skills. On the other hand, e-portfolios have some limitations, and they might require certain technological competencies from the instructors’ perspective and call for training both for learners and instructors.

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Section: Conclusion and Discussionmentioning

confidence: 99%

A literature review on e-portfolios in teaching writing in English as a Foreign Language classes

Saraç

SARAÇ

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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“…Studies on the development of metacognition proposed three approaches to develop metacognition: 1) cognitive theory of instruction 2) humanistic theory of self-directed learning, and 3) socio-cultural theory of social interaction and mediation (1,46).…”

Section: Linguodidactics and Methods Theoretical Description Of The Language For Learning Purposesmentioning

confidence: 99%

Theoretical Foundations of Portfolio Pedagogy: A Review of Literature

Urazbaev

2021

FLEDU

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Портфолио технологияси нисабатан янги педагогик технология сифатида жаҳон миқёсида турли таълим тизимларида, контекст ва таълим босқичларида, хусусан, бошланғич таълимдан олий таълимгача, мутахассислар касбий тайёргарлигидан малака ошириш тизими контекстларида кенг қўлланилиб келинмоқда. Портфолио технологиясининг қулайликлари, жумладан, унинг тежамкорлиги, қулайлиги ва шахсга йўналтирилган таълимни қўллаши билан талаба ва ўқувчиларнинг билим, кўникма ва малакаларини баҳолашнинг, уларнинг мустақил таълим кўникмалари, ўз-ўзини баҳолаш ҳамда рефлексив фаолият малакаларини шакллантиришда беқиёс воситага айлантира олди. Мазкур тадқиқотда Ўзбекистон Республикаси олий таълим тизимида тил портфолиоси технологиясиини жорий қилиш мақсадида портфолио технологиясига оид мавжуд илмий адабиётларни таҳлил қилиш ва ушбу технологиянинг асосини ташкил қилувчи педагогик ва психологик қарашларни аниқлаш асосий мақсад сифатида олинди. Иккиламчи маълумотлар таҳлили ўз ичига хорижда ҳамда МДҲ мамлакатларида нашр қилинган илмий ишларни олди. Адабиётлар таҳлили шуни кўрсатдики, портфолио технологиясининг педагогик ва психологик асосларини гуманизм, когнитивизм, метакогнитивизм ва конструктивизм назариялари ташкил қилиб, ушбу назарияларнинг ўз навбатида шахсга йўналтирилган таълим ўртасида яқин боғлиқлик мавжуд. Шахсга йўналтирилган таълим бўлса ўз навбатида Ўзбекистон Республикаси томонидан олиб борилаётган таълим сиёсатларида ҳам алоҳида аҳамиятга эга.

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“…Another was the study conducted by Abhakorn (2014), on investigating the use of student portfolios to develop students' metacognition in English as a foreign language learning. The results indicated that the understanding of metacognition development through a mediated tool in language learning, and suggest EFL teachers and language educators to be aware of the importance of metacognition and reflective skills training in order to reach the full potential of the portfolio approach in language learning to be realized.…”

Section: Iiirelated Literaturementioning

confidence: 99%

Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines

2019

JEP

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Language educators have claimed that the process of independent language learning is not just intellectual, but also social and emotional considering that language is an element of social behavior that are necessary in communicating between people. Social strategies along with affective and metacognitive strategies may help learners to achieve more effective language learning and obtain a better understanding of different cultures, understand people's feelings, attitudes, and motivation. As these indicators are considered essential in the nurturing of pre-service teachers who are college students involved in a school-based field experience, under the tutelage or supervision of cooperating teachers, and are gradually taking on more classroom management and instructional responsibilities, it is the aim of this research investigation to adjudge the utilization of metacognitive, affective and social language learning strategies of the Preservice learners of selected teacher education institutions in Western Visayas.Specifically, this study purported to address the following questions (1). How is Language Learning Strategies utilized by Preservice learners in terms of the Metacognitive, Affective and Social dimensions? (2) Are there significant correlations in the utilization of Language Learning Strategies between and among its sub-dimensions? The researchers have hypothesized that there are no significant correlations in the utilization of Language Learning Strategies when the sub-dimensions are paired with each other; as: Metacognitive with Affective, Metacognitive with Social, and Affective with Social Language Learning Strategy.To answer these queries, this research study had randomly chosen 349 Preservice learners from selected Teacher Education Institutions in Western Visayas as respondents of the study. The descriptive-quantitative and correlational research design was utilized by subjecting the data to Pearson Product Moment Coefficient of Correlation as the main data-analysis instrument. The data-gathering instrument which was used in this study contained the questionnaire instrument about Language Learning Strategies involving the three sub-dimensions namely Metacognitive, Affective and Social Language Learning Strategies. Furthermore, the data to determine the information required to respond to the specific problems in this research investigation were gathered by subjecting the identified respondent -Education students to a written examination.Based on the results of this research endeavour, it is concluded that Language Learning Strategies are used by Preservice learners to a High extent, in each of the sub-dimensions namely, Metacognitive, Affective and Social Language Learning Strategies but among the three dimensions, the metacognitive strategy is the most utilized by the Preservice learners. The research results likewise showed a significant correlation between and among the utilization of Metacognitive, Affective and Social Language Learning Strategies.Conclusively, Preservice teachers have used the ...

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Investigating the Use of Student Portfolios to Develop Students’ Metacognition in English as a Foreign Language Learning

Cited by 9 publications

References 16 publications

A literature review on e-portfolios in teaching writing in English as a Foreign Language classes

A literature review on e-portfolios in teaching writing in English as a Foreign Language classes

Theoretical Foundations of Portfolio Pedagogy: A Review of Literature

Adjudicating the Utilization of Metacognitive, Affective and Social Language Learning Strategies by Preservice Learners of Teacher Education Institutions in Western Visayas, Philippines

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