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E-Portfolio Assessment in Language Classrooms: Its Impact on Learners' Writing Performance and Autonomy

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Bibliographic Details
Title: E-Portfolio Assessment in Language Classrooms: Its Impact on Learners' Writing Performance and Autonomy
Language: English
Authors: Mojtaba Mohammadi, Maryam Zarrabi, Naeeme Aspar
Source: Educational Linguistics. 2026.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/series/5894
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Reports - Research
Descriptors: Electronic Publishing, Portfolio Assessment, Second Language Learning, English (Second Language), Evaluation Methods, Constructivism (Learning), Feedback (Response), Writing Ability, Personal Autonomy, Writing Assignments, Revision (Written Composition), Writing Achievement, Performance Based Assessment
DOI: 10.1007/978-3-032-08518-4_7
Abstract: The chapter aimed to investigate the effect of using training and reflective e-portfolios, as two constructivist assessment tools, with respect to two types of feedback delivered by the assessor on EFL learners' writing ability and autonomy. During a three-month course, 68 intermediate English learners in three groups were assigned to write eight writing assignments. Unlike the control group, the two experimental groups were requested to make an e-portfolio on the school portal to keep their first writing drafts, final corrected drafts, instructional goals, and a writing scoring scheme. The first experimental group received explicit feedback individually from the teacher and emailed the corrected draft back. The second group was sent a list of all the students' major errors by the teacher without naming the learners and through self-reflection, they redrafted and sent back their assignments. A writing task and language learner autonomy scale were administered as pre- and post-tests. The results of data analysis revealed that both treatments significantly outperformed those of the control group in terms of their writing performance and autonomy, although the results of cross-comparison between groups indicated no statistical difference between treatment groups. Despite the limitations, the findings are valuable in light of reaffirming the significance of using e-portfolio assessment, as an authentic assessment, captures both process and product, integrates assessment and instruction with learning, and boosts learner autonomy. [For the complete volume, "Constructivist Approaches to Online Language Assessment: Theory-Informed Practice. Educational Linguistics. Volume 69," see ED679483.]
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679491
Database: ERIC
Description
Abstract:The chapter aimed to investigate the effect of using training and reflective e-portfolios, as two constructivist assessment tools, with respect to two types of feedback delivered by the assessor on EFL learners' writing ability and autonomy. During a three-month course, 68 intermediate English learners in three groups were assigned to write eight writing assignments. Unlike the control group, the two experimental groups were requested to make an e-portfolio on the school portal to keep their first writing drafts, final corrected drafts, instructional goals, and a writing scoring scheme. The first experimental group received explicit feedback individually from the teacher and emailed the corrected draft back. The second group was sent a list of all the students' major errors by the teacher without naming the learners and through self-reflection, they redrafted and sent back their assignments. A writing task and language learner autonomy scale were administered as pre- and post-tests. The results of data analysis revealed that both treatments significantly outperformed those of the control group in terms of their writing performance and autonomy, although the results of cross-comparison between groups indicated no statistical difference between treatment groups. Despite the limitations, the findings are valuable in light of reaffirming the significance of using e-portfolio assessment, as an authentic assessment, captures both process and product, integrates assessment and instruction with learning, and boosts learner autonomy. [For the complete volume, "Constructivist Approaches to Online Language Assessment: Theory-Informed Practice. Educational Linguistics. Volume 69," see ED679483.]
DOI:10.1007/978-3-032-08518-4_7