Attitude and Perception of EFL Learners toward Speaking E-portfolio
محورهای موضوعی : Research in English Language Pedagogy
Narges Charmahali
1
,
Enayat A. Shabani
2
1 - Department of English Language, Khatam University
2 - Tehran University of Medical Sciences, Tehran, Iran
کلید واژه: ELF learners’ attitude, Cooperative learning, E-portfolio, Online language learning,
چکیده مقاله :
E-portfolios are considered bridges to demonstrate students’ efforts, learning process, and self-observation. The present study attempted to work with ISE (Individual speaking e-portfolio) and GSE (Group speaking e-portfolio). Generally, the study aimed to explore students' attitudes and perceptions towards speaking e-portfolios, as well as to compare the attitudes and perceptions of these two groups. This is a mixed-methods study with two qualitative questions. The students were divided into three main classes: a GSE group, an ISE group, and a control group. Eighty-four intermediate EFL learners (43 male and 41 female) were selected to participate in the study using a test of general English language proficiency. Six groups of students (two groups of males and females out of each main class) with about 15 participants were supposed to record their voices according to the weekly schedule. While two groups (15 male, 14 female) were immediately recorded during the discussions, the other two groups (14 male, 14 female) were individually recorded. All the groups received peer feedback each session. The students were 16 to 17 years of age. Data analysis was run to compare attitudes and perceptions. In addition, thematic representatives supported the results as well. Generally, both groups agreed on the benefits of the e-portfolio; however, the ISE group showed a more positive attitude. Besides, both groups had positive perceptions, while the GSE group had more positive perceptions toward keeping the e-portfolio. It can be concluded that e-portfolios can be considered a technical aid in L2 learning.
E-portfolios are considered bridges to demonstrate students’ efforts, learning process, and self-observation. The present study attempted to work with ISE (Individual speaking e-portfolio) and GSE (Group speaking e-portfolio). Generally, the study aimed to explore students' attitudes and perceptions towards speaking e-portfolios, as well as to compare the attitudes and perceptions of these two groups. This is a mixed-methods study with two qualitative questions. The students were divided into three main classes: a GSE group, an ISE group, and a control group. Eighty-four intermediate EFL learners (43 male and 41 female) were selected to participate in the study using a test of general English language proficiency. Six groups of students (two groups of males and females out of each main class) with about 15 participants were supposed to record their voices according to the weekly schedule. While two groups (15 male, 14 female) were immediately recorded during the discussions, the other two groups (14 male, 14 female) were individually recorded. All the groups received peer feedback each session. The students were 16 to 17 years of age. Data analysis was run to compare attitudes and perceptions. In addition, thematic representatives supported the results as well. Generally, both groups agreed on the benefits of the e-portfolio; however, the ISE group showed a more positive attitude. Besides, both groups had positive perceptions, while the GSE group had more positive perceptions toward keeping the e-portfolio. It can be concluded that e-portfolios can be considered a technical aid in L2 learning.
