The Use of E-Portfolio to Improve English Speaking Skill of Turkish EFL Learners

Çepik, Şaban; Yastıbaş, Ahmet Erdost

doi:10.1080/09720073.2013.11891358

Cited by 32 publications

(71 citation statements)

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“…They indicate that students' attitudes and perceptions are positive (see Erice, 2008;Abbaszad Tehrani, 2010). Similarly, speaking like writing can be assessed and taught effectively by using e-portfolios, and students have positive attitudes toward the process in speaking courses (Cepik & Yastibas, 2013). However, there seems to only be a few studies that directly focus on what teachers think about the e-portfolio process.…”

Section: Introductionmentioning

confidence: 98%

“…There are many studies that focus on the use of e-portfolios in writing courses, but its use in speaking courses has not been dealt with much in Turkey (Cepik & Yastibas, 2013). Cepik and Yastibas (2013) used e-portfolios to improve speaking skills of Turkish EFL students.…”

Section: Introductionmentioning

confidence: 99%

“…E-portfolios have been used in English Language Teaching (ELT) as an assessment and teaching tool to improve students' writing skills, yet e-portfolios have not been commonly implemented in speaking classes (Cepik & Yastibas, 2013). Therefore, Cepik and Yastibas integrated the use of e-portfolios into speaking class in order to improve and assess students' speaking skills and study the effects of e-portfolios on students' attitudes toward speaking at an English preparation department of a Turkish private university.…”

Section: Introductionmentioning

confidence: 99%

“…Cepik and Yastibas (2013) used e-portfolios to improve speaking skills of Turkish EFL students. They have mentioned its effects on the students' speaking skills and attitudes toward the use of them in speaking courses.…”

Section: Introductionmentioning

confidence: 99%

“…Writing skills are generally assessed and taught with the use of e-portfolios (Cepik & Yastibas, 2013), and students can improve their writing skills through this process (Erice, 2008). Studies on teaching and assessing writing through the e-portfolio process focus on students' attitudes and perceptions about process.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Yastıbaş

Çepik

2015

Procedia - Social and Behavioral Sciences

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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.

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Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Yastıbaş

Çepik

2015

Procedia - Social and Behavioral Sciences

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Blended teaching of English speaking in a Vietnamese context: Design and procedure

Tuan

2023

TESOL Journal

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This article aims to disseminate a technology‐enhanced language pedagogy for teaching oral English in a World Englishes context, which is underpinned by the theories of scaffolding, scaffolded instruction, and task‐based learning, and utilises a Moodle learning management system (LMS) as its e‐learning platform. In this pedagogy, not only do technologies assist language teaching and learning in terms of lesson design, materials development, and lesson delivery, but they actually involve and play a crucial role in students’ oral language development with the exploitation of text‐to‐ speech (TTS) and automatic speech recognition (ASR). The contemporary status of teaching and learning oral English is discussed to clarify the congruence of the pedagogy with an emerging consensus on teaching English speaking. A brief summary of technology‐enhanced language learning (TELL) and a critical examination of current practices of teaching oral English with technology are also presented for consideration of the position of the proposed framework in the field. The adaptability of the framework in case of the inaccessibility of an LMS is also discussed.

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Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency

Khodi

Khezerlou

Sahraei

2022

Computer Assisted Language Learning

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The Use of E-Portfolio to Improve English Speaking Skill of Turkish EFL Learners

Cited by 32 publications

References 1 publication

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Teachers’ Attitudes toward the Use of e-portfolios in Speaking Classes in English Language Teaching and Learning

Blended teaching of English speaking in a Vietnamese context: Design and procedure

Dependability and utility of using e-portfolios in assessing EFL learners’ speaking proficiency

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