E-portfolio assessment in an online English language course

Date

2010-01-01

Author

Baturay, Meltem Huri
Daloğlu, Ayşegül

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

58
views

0
downloads

Many teachers have the tendency to look at only the standardized test scores of their students while ignoring how or why various dimensions of language proficiency has improved or not improved. Portfolio, however, reveals a clear picture of the student's growth and development. This study reflects that traditional approaches to assessment of student progress in EFL writing lack indicators of students' development of the skill and aims to answer the following questions: what are the learning gains of students who keep an e-portfolio as part of an elementary-level English course and what are student perceptions about the online course, using an e-portfolio and their learning gains? For this aim, the researchers worked with two groups of students: the e-portfolio group who kept an electronic portfolio in the online elementary level English language course and the traditional assessment group who did not keep an e-portfolio. Although there were not significant differences between the post-test scores of the two groups, there were significant learning gains in both groups. The perceptions of the students in the e-portfolio group reflected that they benefited from and enjoyed keeping a portfolio.

Subject Keywords

e-portfolio, English language, Writing assessment, e-learning

URI

https://hdl.handle.net/11511/39630

Journal

COMPUTER ASSISTED LANGUAGE LEARNING

DOI

https://doi.org/10.1080/09588221.2010.520671

Collections

Department of Foreign Language Education, Article

Suggestions

OpenMETU
Core

Foreign Language Anxiety's Forgotten Study: The Case of the Anxious Preservice Teacher Tum, Danyal Oztas (2015-12-01) This article argues that nonnative preservice teachers are just as susceptible to foreign language anxiety as are inexperienced language learners, a claim carrying important implications for the EFL classroom. The results of the study described in this article indicate that anxious preservice teachers experience significant levels of language anxiety to a degree that may cause them to avoid using the target language and language-intensive teaching practices in their classrooms. The article also proposes ste...
Standardized testing for transition to high schools: teachers ́ perceptions of how national tests influence teaching and learning in middle schools english classes Ekiz, Hatice; Yıldırım, Ali.; Department of Curriculum and Instruction (2019) The purpose of this research study is to identify the impact of national tests on teaching and learning in middle school English classes through teachers’ perceptions. Through a phenomenological design, semi-structured interviews were used to gather data with 24 in-service teachers working in public and private middle schools in Denizli. The data were analysed through the emerging themes and codes within the scope of research questions. Similarities and differences between public and private middle schools ...
EFL instructors’ cognitions and actions in relation to foreign language learning and teaching processes Öztürk, Mustafa; Yıldırım, Ali; Department of Educational Sciences (2014) The purpose of this study is to investigate EFL instructors’ language learning cognitions regarding linguistic aptitude, priorities in language learning, and good language learners; and language teaching actions with respect to pedagogical inclinations, instructional planning, error correction, learner-centeredness, and personal and professional development. The study also aims to describe the patterns of the relationships existing among those variables and examine the sources contributing to teachers’ cogn...
Using literature to enhance language and cultural awareness Tümer, Tuğçe Çankaya; Gürbüz, Nurdan; Department of English Language Teaching (2010) Language teachers, including educators from all levels – from primary to college level – and teacher trainers have all agreed with the idea that it is impossible to consider language skills as independent from each other since each of them has a great contribution to the language itself as a whole system. However; it cannot be ignored that all language teachers have also agreed with the idea that reading is a skill that has its own significance, especially in foreign language education. What makes reading s...
Analysis of Turkish learners' attitudes towards English language and English speaking societies Üzüm, Babürhan; Seferoğlu, Gölge; Department of English Language Teaching (2007) This study aimed at investigating learners’ attitudes towards English language and English speaking societies. The study also explored the historical and sociopolitical factors that might have influenced learners’ attitudes. In order to collect data, a language attitude questionnaire was designed adapting several questionnaires which were prepared with the goal of collecting information about learners’ attitudinal predispositions towards language and language learning in various countries around the world. ...

Citation Formats

M. H. Baturay and A. Daloğlu, “E-portfolio assessment in an online English language course,” COMPUTER ASSISTED LANGUAGE LEARNING, pp. 413–428, 2010, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39630.