Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

Namaziandost, Ehsan; Alekasir, Samir; Sawalmeh, Murad Hassan Mohammed; Miftāḥ, Muḥammad

doi:10.1080/2331186x.2020.1856764

Cited by 14 publications

(10 citation statements)

References 44 publications

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“…Social media refers to the websites and the web-based frameworks accessible by means of any device that empowers people in utilizing the network for mass interaction, discussion, and sharing over the Internet [5]. Teachers are getting more fascinated by utilizing social media in their instruction, for example, while educating vocabulary [6,7]. In this respect, Ariza and Hancock [8] state that learning vocabulary with the help of social media is very identical to the way a child acquires his first language.…”

Section: Introductionmentioning

confidence: 99%

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

Namaziandost

Hashemifardnia

Bilyalova

et al. 2021

Education Research International

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During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they were pretested by a vocabulary test. Then, the experimental group received vocabulary instruction using WeChat application, while the control group received a conventional vocabulary instruction. After the instruction, a vocabulary posttest was given to both groups to assess the effectiveness of the treatment. The gathered data were analyzed through independent samples t-test, one-way ANCOVA, and paired samples t-test. The outcomes attained in this research demonstrated that there was a significant difference between the posttests of both groups in favor of the experimental group. Eventually, the conclusions and the pedagogical implications of this study were explicated.

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Section: Introductionmentioning

confidence: 99%

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

Namaziandost

Hashemifardnia

Bilyalova

et al. 2021

Education Research International

Self Cite

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“…There have been studies on popular methods of OFA. Some of the most popular ones investigated by researchers are learning management system (Bogdanović et al, 2014), student response system (Pérez-Segura et al, 2020), e-portfolio (Namaziandost et al, 2020), social media (Allagui, 2014), web 2.0 tools like blogs (Mohamed, 2016), wikis (Wang, 2014), Google Forms (Haddad & Youakim, 2014), selfassessment (Ishikawa et al, 2014), and peer-assessment (Chien et al, 2020). Qualitative studies focusing on teachers' use of OFA and related feedback strategies are, however, rare (Chen et al, 2020).…”

Section: Online Famentioning

confidence: 99%

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Mahapatra

2021

Asia-Pacific Edu Res

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ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is thefirst of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

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“…e researchers observed that most of the de nitions of e-portfolios contained aspects such as students' digital artifacts [5][6][7], digitized collections, and a planned aggregation of digital objects. is was discovered when they evaluated the de nitions of e-portfolios [8,9].…”

Section: Introductionmentioning

confidence: 99%

Contributions of E-Portfolios Assessment to Developing EFL Learners’ Vocabulary, Motivation, and Attitudes

Rezai

Rahul

Asif

et al. 2022

Education Research International

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A great deal of studies have explored the effects of electronic-portfolios (e - portfolios) on various measures of language learning, including writing and speaking in English. However, the effects of e-portfolios on vocabulary, motivation, and attitudes of EFL learners have remained unexplored. Thus, this study aimed at disclosing the effects of e-portfolios on Afghani EFL learners’ vocabulary, motivation, and attitudes. For this purpose, after homogenizing, a total of 100 EFL male learners were selected and randomly assigned to an experimental group (n = 50) and a control group (n = 50). Afterward, they went through pretest, interventions, and posttest procedures. The interventions lasted 18 one-hour sessions held twice a week where the experimental group was trained through e-portfolios (Mahara: the electronic portfolio software) and the control group was trained using conventional methods. The collected data were analyzed through running an independent-sample t-test and calculating mean and percent. Results evidenced that the experimental group outperformed the control group concerning their gains of vocabulary knowledge on the posttest. Additionally, the findings documented that there was a statistically significant difference between the two groups in terms of motivation at the end of the interventions. Furthermore, the findings indicated that the participants had very positive attitudes toward the e-portfolios. The study concludes by offering some implications for relevant stakeholders and opening some windows for further research.

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Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

Cited by 14 publications

References 44 publications

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Contributions of E-Portfolios Assessment to Developing EFL Learners’ Vocabulary, Motivation, and Attitudes

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