The impact of e-portfolio on foreign language writing skills

Erice, Derya; Ertaş, Abdullah

doi:10.1501/egifak_0000001225

Cited by 12 publications

(15 citation statements)

References 9 publications

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“…is, in turn, may have acted as a major source for the participants to shape positive attitudes toward e-portfolios. e results of the study are consistent with those of Erice and Ertas ¸ [25], revealing that e-portfolios significantly improved their participants' writing skills at the end of the intervention. Additionally, the findings of the study are in line with those of Chye et al [26].…”

Section: Discussionsupporting

confidence: 85%

“…To lay the groundwork for this study, we critically review some of them. In a study, Erice and Ertas ¸ [25] explored the effects of e-portfolios on improving EFL learners' writing skills. eir findings evidenced that the e-portfolios significantly improved the participants' writing skills at the end of the intervention.…”

Section: Related Studies In the Literaturementioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 85%

Section: Related Studies In the Literaturementioning

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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“…Empirical evidence shows that computer anxiety is in the way of learning how to use electronic learning environments efficiently (Celik & Yesilyurt, 2013;Erice & Ertas, 2011;Moran, Hawkes, & El Gayar, 2010;Shapka & Ferrari, 2003). Computer anxiety is defined as stable disposition (trait) including cognitive and affective components (Richter, Naumann, & Horz, 2010).…”

Section: External Variables: Computer Anxiety and Additional Externalmentioning

confidence: 99%

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Schlag

Imhof²

2017

IJHE

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The aim of this study is to contribute to a better understanding of challenges and factors which influence learning efficiency with electronic-portfolios. Based on the Technology Acceptance Model (TAM; Davis, Bagozzi, & Warshaw, 1989) we analyzed external variables (e.g., computer-anxiety) that influence technology acceptance and the actual system use in form of self-regulated learning. Additionally we included computer related attitudes and correlated them with external variables as well as measures of self-regulated learning. To foster learning efficacy with electronic portfolios the program Microsoft OneNote was used. A group of N = 32 preservice teachers worked on an electronic-portfolio in OneNote for 14 weeks.Results showed that computer-anxiety and the challenge of working with an electronic portfolio decreased over time. The more the computer was rated as a useful tool for learning and teaching, the less computer-anxiety, the more challenge and interest and better mood students reported. In contrast the more the computer was seen as uninfluential tool for working and learning, the more computer anxiety, hopelessness, anxiety and less positive mood, interest and joy to work on the electronic-portfolio has been reported. So, students' computer related attitudes should be considered when working with an electronic-portfolio to better tailor instruction to learner needs.

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“…In the same vein, Üğüten (2009) advocates the use of portfolios in ELT writing courses to promote learner autonomy, based on the findings of her longitudinal research with a group of EFL writers. Likewise, Erice's (2008) research shows that portfolios, e-portfolios in particular, contribute to the development of L2 writing skills and computer literacy, while alleviating anxiety.…”

Section: Reading and Writingmentioning

confidence: 99%

Research on foreign language teaching and learning in Turkey (2005–2009)

Alptekin¹,

Tatar²

2011

Lang. Teach.

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This is an overview of research on applied linguistics and foreign language education in Turkey, surveying nearly 130 studies from the period 2005–2009. Following a brief presentation of the history and current sociopolitical situation of foreign language education in Turkey, the article focuses on research that characterizes the most common interests of academics and practitioners in the following areas: foreign language teaching and teachers, foreign language learning and learners, foreign language teacher education, the four language skills, measurement and evaluation, and the relationship between language and culture. Our discussion of each area is based on information extracted from local professional journals, conference proceedings and papers and Ph.D. dissertations. The studies examined reveal that, in general, practical concerns assume priority over theoretical issues, a substantial proportion of research being conducted on EFL learning and teaching.

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The impact of e-portfolio on foreign language writing skills

Cited by 12 publications

References 9 publications

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

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

Does Perceived Ease of Use Mitigate Computer Anxiety and Stimulate Self-regulated Learning for Pre-Service Teacher Students?

Research on foreign language teaching and learning in Turkey (2005–2009)

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