Speaking E-Portfolios and Non-EFL Students' Well-Being: Evidence from Indonesian Higher Education
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| Title: | Speaking E-Portfolios and Non-EFL Students' Well-Being: Evidence from Indonesian Higher Education |
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| Language: | English |
| Authors: | Farid Noor Romadlon (ORCID |
| Source: | Journal of Learning for Development. 2025 12(3):624-635. |
| Availability: | Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Portfolios (Background Materials), Electronic Publishing, Well Being, English Learners, English (Second Language), Technology Uses in Education, Undergraduate Students, Student Attitudes, Speech Communication, Second Language Learning |
| Geographic Terms: | Indonesia |
| ISSN: | 2311-1550 |
| Abstract: | This study examines the role of speaking e-portfolios in enhancing the well-being of non-English-major university students in Indonesia. The research was motivated by the growing need to integrate digital learning tools that not only support language proficiency but also promote students' overall well-being in higher education. A mixed-method design was employed with 66 undergraduate students from Central Java. Quantitative data were collected using the Student Well-Being Model (SWBM) questionnaire, while qualitative insights were obtained through semistructured interviews with nine participants. The statistical results indicated a high level of student well-being, with an overall mean score of 74.48. Across the SWBM dimensions, students reported strong Assets (76.5), positive Appraisals (78.8), and supportive Actions (68.15). The interview data reinforced these findings, revealing that students perceived e-portfolios as beneficial for sustained engagement with speaking activities, increased digital connectivity with classroom tasks, and opportunities for creative self-expression. The participants highlighted that regular e-portfolio use provided them with greater exposure to authentic speaking practice and encouraged consistent reflection on their progress. The study concludes that speaking e-portfolios can be an effective pedagogical strategy not only for improving speaking competence but also for fostering non-EFL students' well-being in higher education. Practical implications are offered for educators seeking to integrate digital portfolios into language learning to promote both skill development and psychological well-being. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489509 |
| Database: | ERIC |
| Abstract: | This study examines the role of speaking e-portfolios in enhancing the well-being of non-English-major university students in Indonesia. The research was motivated by the growing need to integrate digital learning tools that not only support language proficiency but also promote students' overall well-being in higher education. A mixed-method design was employed with 66 undergraduate students from Central Java. Quantitative data were collected using the Student Well-Being Model (SWBM) questionnaire, while qualitative insights were obtained through semistructured interviews with nine participants. The statistical results indicated a high level of student well-being, with an overall mean score of 74.48. Across the SWBM dimensions, students reported strong Assets (76.5), positive Appraisals (78.8), and supportive Actions (68.15). The interview data reinforced these findings, revealing that students perceived e-portfolios as beneficial for sustained engagement with speaking activities, increased digital connectivity with classroom tasks, and opportunities for creative self-expression. The participants highlighted that regular e-portfolio use provided them with greater exposure to authentic speaking practice and encouraged consistent reflection on their progress. The study concludes that speaking e-portfolios can be an effective pedagogical strategy not only for improving speaking competence but also for fostering non-EFL students' well-being in higher education. Practical implications are offered for educators seeking to integrate digital portfolios into language learning to promote both skill development and psychological well-being. |
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| ISSN: | 2311-1550 |
