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Traditional assessment ways like multiple choice tests have been used to evaluate students' performance in English language teaching (ELT) at schools, but these assessment methods are not effective and efficient because they do not show the real performance of students. On the other hand, student-centeredness is the main focus of many teaching and learning methods and techniques used in ELT. It emphasizes learning by doing. As the main focus is on learning by doing, assessing this process requires different assessment methods that take factors, such as students' understanding and personal difference into consideration, while evaluating learners' performance. Therefore, educators need to develop new student-centred assessment methods to evaluate learners in ELT. One of these ways is the use of e-portfolios. E-portfolios can be used as an assessment in courses effectively to improve different learning styles of learners. One of them is self-regulated learning, which focuses on students' taking responsibility for their learning from the beginning to the end. This process includes setting goals and organizing learning environments according to their determined goals, but finding research on the use of e-portfolios as an assessment tool in self-regulated learning in ELT is rare. Therefore, this paper aims to find out whether e-portfolio-based assessment can be used to improve students' self-regulated learning through reviewing the literature. The result of the literature review indicates that eportfolio-based assessment can develop students' self-regulated learning in ELT. IntroductionFor many years, traditional assessment styles like multiple choice tests have been used to evaluate students' performance at school, but these assessment methods are not effective and efficient because they do not show the real performance of students and are mainly based on the behaviourist approach, which defines education as "habit formation." Therefore, traditional ways of assessment are not enough to measure the skills of learners in different courses. On the other hand, the constructivist approach, which focuses on students, supports student-centred activities in classroom and defines education as "learning by doing," and is the basis of modern education methods and techniques, such as the problem-solving method or the project-based method. As the main focus is on learning by doing, assessing this process requires different assessment methods that factor in students' understanding, personal differences, and individual performance when evaluating learners' performance. Unlike traditional assessment ways, the new assessment ways should be student-centred. Consequently, some new ways, such as eportfolios are developed to assess learners. E-portfolios can be defined as electronically collected works and reflections of students, which are used to show their growth and development during the learning process (Gülbahar and Tinmaz, 2006, 311). The works and reflections of students are stored in electronic formats, such as graphics or CDs ...

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E-portfolios have been used in English language teaching (ELT) to assess and improve writing skills. They can also be used to assess and improve speaking skills. Though the attitudes of students toward the use of e-portfolios in speaking classes are known to be positive, teachers' attitudes toward this method is unknown. Therefore, this study aims to find out the attitudes and perceptions of teachers toward implementing the use of e-portfolios in speaking classes. As it is a small-scale qualitative study, semi-structured interviews were carried out with four listening and speaking teachers who use e-portfolios in their listening and speaking classes. The interviews were content analysed. The results indicated that teachers, like students have positive attitudes toward the implementation of e-portfolios in speaking classes, though there are some challenges to overcome.

The present study aimed to evaluate the new English Language Teaching Program (ELTP) of the 12th grade in Turkey in terms of peace education. It was designed as qualitative research. The new ELTP of the 12th grade was used to collect data. The data were analyzed through document analysis. The findings indicated that the new ELTP was integrated with peace education in its nine units through the themes, target language functions, and learning objectives of the units. The findings also showed that the new ELTP could teach students personal peace, peace with the human family, and peace with nature. The findings were discussed in light of the literature.