Use of ePortfolios to improve English speaking skills by learners of English as a foreign language
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Abstract
High-impact practices (HIPs) have been adopted by many universities around the world to enhance student learning. The aim of this qualitative study is to analyze how building ePortfolios may impact the student learning experience via weekly reflections. A total of 47 senior undergraduate English as a foreign language (EFL) student participants’ shared reflections about their research experiences via the development of ePortfolios. Data analysis was carried out through deductive coding of the transcribed focus groups and weekly reflections. Findings suggest that the participants used their ePortfolios to improve their writing skills and increase their knowledge. Students were able to track their progress and felt more engaged in learning. They also showed appreciation for the feedback provided by their instructors on their reflections. However, the students shared some challenges they faced while developing their ePortfolios. Despite these challenges, there was a positive impact of ePortfolios on students’ learning experiences. Implications and further directions for research are discussed.
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