The affordances of an intercultural e-portfolio

Abstract

This paper explores teachers’ perceptions of the affordances of an e-portfolio of intercultural competence (EPIC). The EPIC was implemented during an 8-week intervention carried out in a Norwegian lower secondary school. Data were collected from various sources (e.g., learners’ texts, focus group interviews), but this paper draws on the data from three individual teacher interviews conducted in the spring semester 2018. This study extends our understanding of the way an e-portfolio can be integrated into the English as a foreign language (EFL) classroom as a tool for promoting intercultural competence. The findings underscore the affordances of the e-portfolio to track the learners’ reflections on their own complex selves and others; moreover, the use of the e-portfolio enabled the teachers to create flexible and varied learning spaces, which in turn provided opportunities for intercultural language learning. Pedagogical implications are provided on how foreign language (FL) teachers might support intercultural competence development through the use of the e-portfolio.

Measuring the Impact of E-Portfolio Assessment on the Moroccan Undergraduate EFL Students’ Reading Skill at the University of Moulay Ismail: A Case Study

“…This demonstrated the positive value of the e-portfolio assessment on the students' reading comprehension proficiency. These findings were supported by a number of sources (Al-Hawamdeh dkk., 2023;Hanukaev, 2023;Janwarini dkk., 2023;Kusuma & Waluyo, 2023;Lasminiar, 2022;Li-ping & Ahmad, 2023;Nourdad & Banagozar, 2022) that confirm the use of eportfolios to improve learners' language skills. That is, the characteristics of responsibility, collaboration, autonomy, and critical thinking that students enjoy by virtue of e-portfolio assessment correlate positively with language skills improvement.…”

“…Recently, some researchers have studied the topic of e-portfolio assessment, such as the affordances of an intercultural e-portfolio (Hanukaev, 2023), students' views of e-portfolio (Janwarini et al, 2023), e-portfolios in online courses (Kusuma & Waluyo, 2023), and teacher's experiences on the use of e-portfolio in teaching speaking (Lasminiar, 2022). Responding to this growing need to reconsider reading assessment, the current study explores the impact of e-portfolio assessment on the development of reading comprehension proficiency.…”

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

“…Writing self-efficacy plays a fundamental role in language learning, as it encompasses learners’ beliefs and confidence in their capacity to effectively perform writing tasks (Han & Hiver, 2018; Pajares, 2003). In this research, writing self-efficacy is concerned with EFL learners’ individual judgments about their competence to excel in writing activities, both in terms of their capability to produce well-structured and coherent texts and their confidence in overcoming writing challenges (Al-Hawamdeh et al, 2023). Including an investigation of writing self-efficacy in this study holds significant value, as it offers us valuable insights into how learners perceive their own writing abilities and how these perceptions might be influenced by the use of electronic portfolio-based instruction.…”