Revisiting Reflection in E-Portfolios: A Chapelle's Technological Perspective
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| Title: | Revisiting Reflection in E-Portfolios: A Chapelle's Technological Perspective |
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| Language: | English |
| Authors: | Ricky Lam (ORCID |
| Source: | Language Teaching Research Quarterly. 2025 51:284-298. |
| Availability: | European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Electronic Publishing, Portfolio Assessment, Reflection, Technology Uses in Education, Metacognition, Thinking Skills, Self Evaluation (Individuals), Formative Evaluation, High Stakes Tests, Cooperation |
| ISSN: | 2667-6753 |
| Abstract: | E-Portfolios are digital dossiers that document students' efforts, learning, and achievements over time. They characterise iterative processes of creation, compilation, curation, and reflection. Of these attributes, reflection is a core activity which promotes students' learning of writing and metacognitive awareness. In this paper, I argue for augmenting the instructional potential of reflection within a virtual environment (i.e., e-Portfolios) by showcasing how various modes of digital reflection empower students' metacognitive composing and thinking skills from a Chapelle's technological perspective. I set the scene by describing the background of research before thematically reviewing the e-Portfolio scholarship with a focus on reflection. Afterwards, I critically appraise three digital reflection approaches: reflection as soliloquy, dialogue, and multilogue. Based upon the review, I discuss pedagogical and research implications concerning how to warrant the successful implementation of digital reflection in classroom-based e-Portfolio programmes and some practical strategies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495090 |
| Database: | ERIC |
| Abstract: | E-Portfolios are digital dossiers that document students' efforts, learning, and achievements over time. They characterise iterative processes of creation, compilation, curation, and reflection. Of these attributes, reflection is a core activity which promotes students' learning of writing and metacognitive awareness. In this paper, I argue for augmenting the instructional potential of reflection within a virtual environment (i.e., e-Portfolios) by showcasing how various modes of digital reflection empower students' metacognitive composing and thinking skills from a Chapelle's technological perspective. I set the scene by describing the background of research before thematically reviewing the e-Portfolio scholarship with a focus on reflection. Afterwards, I critically appraise three digital reflection approaches: reflection as soliloquy, dialogue, and multilogue. Based upon the review, I discuss pedagogical and research implications concerning how to warrant the successful implementation of digital reflection in classroom-based e-Portfolio programmes and some practical strategies. |
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| ISSN: | 2667-6753 |
