Abstract
E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers’ e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers’ e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.
Highlights
In Saudi Arabia, there is no doubt that the government has made remarkable efforts at every level of education to develop appropriate curriculums and train teachers efficiently
The research seeks to answer the following questions: 1. What is the significance of difference between the quality of EFL student teachers’ e-portfolios and the test value?
What is the significance of difference between the attitudes of EFL student teachers towards using eportfolios during their teaching practice and the test value? 3
Summary
In Saudi Arabia, there is no doubt that the government has made remarkable efforts at every level of education to develop appropriate curriculums and train teachers efficiently. Several studies that evaluated teaching English in Saudi Arabia revealed that one of the reasons of low student proficiency in English is the inadequacy of teachers. There are three basic areas one EFL teacher should pose, as mentioned in Rahman and Al-Haisoni’s study (2013), proper knowledge of English language, well awareness of how to teach English, and understanding how students learn and what it takes to reach them effectively. These areas should be the basics with which teacher training programs are concerned. They can seek to expand their English language knowledge and try to find new ideas and practices that they can apply in their own classrooms
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