Abstract
This study aimed to explore the attitudes of two groups of EFL learners toward the application of a model of writing e-portfolio in developing their writing skill. It was a follow-up study to an experiment on the effectiveness of this model on the writing performance of Iranian EFL learners. One group had used certain strategies based on the analytic traits of writing, while the other group had not used such strategies in the writing process. Four class members from each writing e-portfolio group were selected purposively for conducting the semi-structured interviews in this research. The findings showed that members of the group that used strategies based on analytic traits of writing had acquired a sort of awareness towards the different qualities of writing, claiming that knowing about the analytic traits of writing caused them to understand the necessity of paying attention to all aspects of writing and not just the usage and mechanical correctness of it. They referred to the role of Peer Checklist in reminding them of the writing qualities to be considered in their self- and peer-assessment. The results of the learners’ feedback in both e-portfolio groups further revealed that the electronic environment of e-portfolios can play a significant role in facilitating the writing task performance of the learners and consequently improving their writing skill in both e-portfolio groups. On the whole, the student self-reports indicated that the use of strategies based on analytical traits was able to heighten awareness regarding important aspects of writing.
Highlights
As research shows, the focus on ESL/EFL writing skill has often been less emphasized than the other skill areas both in research and instruction (Edelsky and Smith, 1989; Amiran and Mann, 1982; Graves, 1984), and this lack of attention resulted in less interest among ESL/EFL learners to improve their writing (Lipstein and Renninger, 2007)
Writing eportfolio is considered to be an alternative approach to compensate for the weakness of previous product and process methods in writing (Barrett, 2005; Lorenzo and Ittelson, 2005), because it emphasizes the important role of learners in doing self- and peer-assessment to raise their own awareness in the process of writing
This study aimed to explore the attitudes of EFL learners towards the effectiveness of a model of writing e-portfolio in their writing skill development
Summary
The focus on ESL/EFL writing skill has often been less emphasized than the other skill areas both in research and instruction (Edelsky and Smith, 1989; Amiran and Mann, 1982; Graves, 1984), and this lack of attention resulted in less interest among ESL/EFL learners to improve their writing (Lipstein and Renninger, 2007). E-portfolios might be used for instructional objectives; can represent variation and progress over a period of time; cause learner and tutor reflection; and link one educational semester to the They are used to motivate autonomous learning, increase critical thinking skills, create a link between instruction and assessment, provide a way for students to value themselves as learners, and offer opportunities for peer-supported growth through constant interaction and exchange of ideas both synchronously and asynchronously in educational settings (Shin, 2013). Fullan (2007) highlights the role of students in educational change by saying, “unless they have some meaningful (to them) role in the enterprise, most educational change, most education will fail” (p.170) Based on these studies and in order to appraise the effectiveness of e-portfolio models, investigating the learners’ viewpoints on e-portfolio models with their “rich educational potential” is of high importance (Thanaraj, 2012: 28). The EFL respondents in this study had the experience of a new model of writing instruction, so their reflections towards the application of a new e-portfolio model could further support the feasibility and the degree of usefulness of the model in improving the writing skills of the learners
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