The potential impact of the application of electronic portfolio on Iranian EFL learners’ writing performance seeking their gender role

Karami, Samaneh; Sadighi, Firooz; Bagheri, Mohammad Sadegh; Riasati, Mohammad Javad

doi:10.1080/23311886.2018.1562509

Cited by 6 publications

(6 citation statements)

References 33 publications

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“…The transition from paper-based portfolios to paperless or e-portfolios has a positive impact on elementary school students, especially in aspects of understanding, critical thinking skills, and meaningful learning [45]. In addition, the practice of e-portfolio assessment can also arouse students' interest in working because elementary students certainly like the use of digital technology.…”

Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

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This research is a case study that seeks to reveal teachers' perceptions of portfolio assessment in primary schools in Indonesia. The research sample was 20 elementary school teachers in Central Java Province, Indonesia, representing senior teachers, master teachers, young teachers, and junior teachers. Data collection used depth interviews which were designed based on 10 powerful portfolio assessment principles. Qualitative data analysis was performed using interactive data analysis which included condensation data, display data, and conclusion. The results were showed that 6 of 10 principles of portfolio assessment were approved by the majority of teachers, while others were not. Two principles, namely the effectiveness of time and energy (principle 2) and portfolios as a new learning perspective (principle 8) are rejected by most teachers in Indonesia. The two other principles, namely the importance of teacher cooperation in portfolio assessment (principle 3) and the role of portfolio assessment as self-evaluation (principle 9) received low approval scores. The obstacles for the teacher to carry out the portfolio assessment are the problem of the length of time it takes, the large number of elementary school students in a class, and the teacher's low insight into portfolio assessment. Research recommendations are that the success of portfolio assessment will be achieved if it is carried out in a structured and sustainable manner; it is necessary to carry out training and monitoring of teacher performance to maximize assessment, learning and evaluation of learning; and the need to adapt the e-portfolio assessment for primary schools.

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Section: Discussionmentioning

confidence: 99%

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

Prihandoko¹,

Wahab²,

Wilujeng³

et al. 2020

ujer

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show abstract

“…Lam, , 2022Masaeli & Chalak, 2016). In a study by Karami et al (2018), e-portfolios were found to have a significant impact on students' writing proficiency and gender did not impact their use. The study by Khodashenas and Rakhshi (2017) showed that eportfolios improved students' motivation to write and their writing performance.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Studies have shown that Edmodo improves writing ability and students have a positive attitude toward it (Barrot, 2021; Bo & Nguyen, 2023; Farahian & Avarzamani, 2018; Karami et al, 2018; Masaeli & Chalak, 2016). Edmodo enables learners to be more active in their learning, leading to improved writing quality (Fathi & Rahimi, 2022; Hosseinpour et al, 2019; Ma’azi & Janfeshan, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Electronic Portfolio-Based Writing Instruction on the Second Language Writing Performance and Writing Self-Efficacy of EFL Learners: A Mixed Methods Study

Guo,

2024

Sage Open

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This research sought to examine the impact of electronic portfolio -based writing instruction on the second language writing performance and writing self-efficacy of Chinese English as a foreign language (EFL) learners. A total of 64 participants were divided into two groups, an experimental group ( n = 31) and a control group ( n = 33). The experimental group was given electronic portfolio-based instruction via Edmodo platform, while the control group received only traditional in-class writing instruction without the use of Edmodo. Two sample IELTS tasks and Writing Self-efficacy scale were administered to collect the quantitative data. Further, semi-structured interviews were carried out with participants in the experimental group to gather qualitative data on their perceptions and experiences with electronic portfolio-based writing instruction. The results of paired samples t-tests and ANCOVAs indicated that electronic portfolio-based writing instruction significantly improved global writing performance and its underlying components, namely content, organization, language use, vocabulary, and mechanics, as well as the writing self-efficacy of Chinese EFL learners. Qualitative results revealed several themes, including increased motivation, improved feedback, enhanced collaboration, improved writing skills, and increased writing self-efficacy. Overall, the study demonstrates that electronic portfolio can be a valuable tool for EFL writing instruction and has a positive impact on writing performance and writing self-efficacy for Chinese EFL learners.

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“…As a consequence, learners' awareness of the use of ICT in English and the gain will include more knowledge on the volume and essence of ICT, and the events in and outside the classroom. Some of research investigation ICT in learning and teaching process encourage constructive engagement, social involvement, critical thought, content comprehension and autonomy in learning (Aprianto, 2020;Layali, & Al-Shlowiy, 2020;Shishkovskaya, Bakalo, & Grigoryev, 2015;Karim, ShahedRahman, & Mohamed, 2019, Sánchez, Hernández, Fernández, Díaz, & Bastian, 2019Sudha, 2018;Karami, Sadighi, Bagheri, & Riasati, 2018). One approach to construct an ICT material model is to evaluate the criteria.…”

Section: Introductionmentioning

confidence: 99%

Developing Elt Materials-Ict Based Amid Covid-19

Muthmainnah

Riswanto

Santiana

et al. 2022

ERJEE

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This study investigates the analysis of the needs of EFL students in using ICT as an ELT tool and material. This quantitative study involved 162 students drawn from twelve study programs: department of mathematics, department of Indonesian language, department of agriculture, department of agrotechnology, department of agribusiness, department of informatics engineering, department of information systems, department of communication Science, Department of Communication Science, department of State administration, department of health and society, department of Islamic economics at Universitas Al Asyariah Mandar. In this study, we will see how the development of modern information and communication technology (ICT) as tools and materials used in the classroom to help students learn English 1. Therefore, the purpose of this research is to examine what the needs and wants are and their shortcomings. Data has been collected and analyzed using a hybrid approach with questionnaires and interviews. This study found that most of the participants found it useful to integrate social media such as Youtube based as material, WhatsApp to communicate, and they recommended maximizing the use of Google technology (e-dictionary), Duolingo application, Rosetta Stone, Daily Learn English, and ELT in a virtual classroom in the middle COVID-19. Students were selected using a selective random sampling technique. The findings reveal that the genre approach media and technology is used to developing ICT as an English foreign language resource in higher education teaching are recommended by the findings of this study.

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The potential impact of the application of electronic portfolio on Iranian EFL learners’ writing performance seeking their gender role

Cited by 6 publications

References 33 publications

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

How Is the Perception of Teachers in Indonesia about Portfolio Assessment for Elementary School?

The Effect of Electronic Portfolio-Based Writing Instruction on the Second Language Writing Performance and Writing Self-Efficacy of EFL Learners: A Mixed Methods Study

Developing Elt Materials-Ict Based Amid Covid-19

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