The effect of e-portfolio assessment on EFL vocabulary learning and retention

Abstract

Vocabulary is one of the main components in learning a new language which provides the ground for language learners to learn and use the language. In this regard e-portfolio, as a recent and novel assessment technique, can have the potential for vocabulary development. This study aimed at investigating the effect of portfolio assessment on Iranian EFL guidance school learners’ vocabulary learning and retention. To this end, 92 guidance school students in the seventh, eighth, and ninth grades, were selected as the participants of the study. They were randomly assigned into two experimental and control groups. While the control group followed the conventional class quizzes the experimental group practiced e-portfolio assessment. The participants in the experimental group were asked to create their e-portfolios and keep a record of what they learned during and after the online sessions. They were also asked to include the reflection sheets in their e-portfolios. Three parallel tests as a pre-test, an immediate post-test, and a delayed post-post were used to gather data about the effect of portfolio assessment in each grade (a total of nine tests). The results of a one-way ANCOVA revealed that the participants of the experimental group outperformed the participants of the control group in terms of EFL vocabulary learning and retention. Considering the outcomes, the study presents some implications for practitioners including language teachers, curriculum and course developers, and language learners.

Promoting Vietnamese Learners’ Knowledge of English Phrasal Verbs: An Action Research Study

“…Further empirical research is needed to find out how classroom activities could be designed or implemented more effectively. The literature has indicated the potential role of collaborative output tasks in enhancing the effectiveness of understanding and recalling PVs (Nassaji & Tian, 2010;White, 2012), or e-portfolio in assessing vocabulary (Nourdad & Banagozar, 2022). Given the context of ELT in Vietnam, the findings of this this study strong support Tran and Pham"s (2023, p. 8) suggestion that "lecturers should instruct students on how to use phrasal verbs in academic writing and motivate them to use phrasal verbs not only in writing but also speaking.…”

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.…”

Formative assessment in K-12 English as a foreign language education: A systematic review

“…Of the studies reviewed, three articles highlighted the use of portfolios. Two studies mentioned that portfolios assist in reducing students' anxiety related to tests [ 46 ] and positively affect EFL students’ vocabulary retention [ 47 ]. One study found that teachers adopted formative assessment practices in the classroom but acknowledged a gap between curriculum requirements and actual classroom practices [ 48 ].…”