Review of Research on Portfolios in ESL/EFL Context

Wang, Lijuan; He, Chunyan

doi:10.5539/elt.v13n12p76

Cited by 10 publications

(10 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The third are portfolios, administered by asking the students to write essays or reports of the materials. Portfolios are a good choice since they are able to promote students' learning autonomy (Wang & He, 2020) and independence (Lysenko et al, 2022), which also become the main intention of flipped learning. All these types are given as a form of achievement tests to assess the students' progress after the classroom sessions end, whether or not they have attained the learning objectives set in advance (Sucahyo & Noor, 2018).…”

Section: The Results Of the Interviewmentioning

confidence: 99%

Flipping ESP Classrooms in Hybrid Environment

Yunita¹,

Susilawati²,

Fajriah³

2023

Biormatika

View full text Add to dashboard Cite

The use of flipped learning in ESP (English for Specific Purposes) classes may have not been frequently portrayed. This recent study attempts to depict the implementation of a flipped learning model applied in an English for Management course. A single qualitative case study was applied. One lecturer of the English for Management course was involved in this study. The data were obtained using interviews and observations. The findings revealed that the flipped learning in the ESP class is realized in the following steps: 1) distributing materials and tasks to students, 2) providing guidance for students to discuss the materials and tasks, 3) assessing students with tests or quizzes, and 4) providing reinforcement for students in face-to-face meetings. The lecturer admitted that she encountered some challenges using flipped classrooms in ESP classes: the issues of bandwidth, students’ readiness, the lecturer's need for non-authentic materials, and the institution's policy on curriculum and facilities. Potential research in investigating ESP students’ perceptions of the use of flipped learning is strongly advised.

show abstract

Section: The Results Of the Interviewmentioning

confidence: 99%

Flipping ESP Classrooms in Hybrid Environment

Yunita¹,

Susilawati²,

Fajriah³

2023

Biormatika

View full text Add to dashboard Cite

show abstract

“…Portfolios increase learner engagement in the learning process and promote self-reflection (Wang & He, 2020). In the learning process, one of the assessment instruments is a portfolio, but teachers rarely apply it.…”

Section: Student Scientific Performance Resultsmentioning

confidence: 99%

Students' Scientific Attitude in Science Learning Using Discovery Learning-Based Environmental Pollution Digital Book

Hasbiyati

Haque

Afidati

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

The composition of the contents of the digital book is adjusted to the syntax of the discovery learning model. The results of the study were to determine the effect on students' scientific attitudes in learning science. The research method is Quasi-Experimental Design using The Posttest-only control group design. The subjects of this study were students of class VII MTs. Maarif Ambulu. Data collection methods are observation methods and questionnaire methods. Data analysis of the scientific attitude observation method used a t-test, student scientific attitude questionnaire method and scientific performance observation method used descriptive analysis. Based on the results of the t-test analysis, it is known that there is an influence on students' scientific attitudes in learning science by using discovery learning based on environmental pollution digital books. Based on the results, the average value of the experimental class was 80.50 with very good criteria and the control class was 69.67 with good criteria

show abstract

“…Wang and He's review further consolidates the role of portfolios in ESL/EFL contexts. They conclude that portfolios significantly aid in formative and summative assessment, promoting autonomy and skill development, albeit with challenges such as grading criteria and workload [21]. This is complemented by Hammad Al-Rashidi et al's study, which highlights the impact of portfolio-based assessment, self-assessment, and scaffolded peer assessment on language learning, noting the significant role of working memory capacity in these methods' effectiveness [22].…”

Section: Extensive Reading and Book Reports As A Form Of Portfoliomentioning

confidence: 94%

Analyzing the Impact of Book Reports on Reader Proficiency and Fluency in Extensive Reading Program

Kim

2024

APJCRI

View full text Add to dashboard Cite

This study aimed to investigate the effectiveness of book reports in learning portfolios in the context of English as a Foreign Language (EFL) education in Korea. Driven by a mixed-methods research design, the study combined quantitative assessments with qualitative feedback to explore the impact of book reports on learners' reading competency and fluency. The study involved 83 participants and the intervention spanned 15 weeks, with the students having access to an extensive selection of 461 graded books available both digitally and in print. The study assessed the impact of book reports on critical reading measures, including TOEIC RC (Test of English for International Communication Reading Comprehension), Accelerated Reader (AR), Reading Speed, and Reading Speed Comprehension. It aimed to identify differences in results between two different teaching approaches: Educator-facilitated and Learner-initiated. In addition to quantitative evaluations, the study integrated input from participants, collected through questionnaires and interviews, to offer a comprehensive perspective on the impact of book reports on enhancing reading ability and fluency. The key findings indicate that book reports significantly enhance reading ability with notable variances observed between the two teaching approaches. The educator-facilitated approach yielded more pronounced improvements, which suggest that the integration of book reports in extensive reading program can be a potent tool in EFL settings, with different methodologies catering to varied learning objectives. By integrating these diverse perspectives, the study result, in terms of implication, aspires to offer insights into the value and impact of book reports, thus contributing to the optimization of learning portfolios for the enhancement of reading skills among EFL learners.

show abstract

Review of Research on Portfolios in ESL/EFL Context

Cited by 10 publications

References 26 publications

Flipping ESP Classrooms in Hybrid Environment

Flipping ESP Classrooms in Hybrid Environment

Students' Scientific Attitude in Science Learning Using Discovery Learning-Based Environmental Pollution Digital Book

Analyzing the Impact of Book Reports on Reader Proficiency and Fluency in Extensive Reading Program

Contact Info

Product

Resources

About