The Use of E-portfolio-based Assessment to Develop Students’ Self-regulated Learning in English Language Teaching

Abstract

Traditional assessment ways like multiple choice tests have been used to evaluate students’ performance in English language teaching (ELT) at schools, but these assessment methods are not effective and efficient because they do not show the real performance of students. On the other hand, student-centeredness is the main focus of many teaching and learning methods and techniques used in ELT. It emphasizes learning by doing. As the main focus is on learning by doing, assessing this process requires different assessment methods that take factors, such as students’ understanding and personal difference into consideration, while evaluating learners’ performance. Therefore, educators need to develop new student-centred assessment methods to evaluate learners in ELT. One of these ways is the use of e-portfolios. E-portfolios can be used as an assessment in courses effectively to improve different learning styles of learners. One of them is self-regulated learning, which focuses on students’ taking responsibility for their learning from the beginning to the end. This process includes setting goals and organizing learning environments according to their determined goals, but finding research on the use of e-portfolios as an assessment tool in self-regulated learning in ELT is rare. Therefore, this paper aims to find out whether e-portfolio-based assessment can be used to improve students’ self-regulated learning through reviewing the literature. The result of the literature review indicates that e- portfolio-based assessment can develop students’ self-regulated learning in ELT.