Understanding the Usefulness of E-Portfolios
Linking Artefacts, Reflection, and Validation
Bibliographic Data
| ID | 21333117 |
|---|---|
| Authors | Ricky Lam (0000-0003-2903-0425, Hong Kong Baptist University, corresponding author) |
| Year | 2024 |
| Volume | 62 |
| Issue | 2 |
| Pages | 405-428 |
| Publication date | 2024-06-25 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2022-0052 |
| OpenAlex | W4292647027 |
| Language | EN |
| Citations received | 1 |
| References cited | 32 |
E-Portfolios in language education have emerged over two decades. Despite their popularity as an instructional tool, many cast doubt on their usefulness in second language classrooms, especially when scholars are not clear about how e-Portfolio artefacts can be converted into reliable learning evidence by students’ active reflection and validation via multimedia feedback to inform language teaching and learning. This paper examines the usefulness of e-Portfolios by looking into how teachers attempt the tool to connect portfolio evidence, rationalisation, and feedback. Three novice teachers with three-year school experience (Jill, Jamie, and Jackie) undertook action research projects in their secondary schools. They participated in the study by trying out their individual e-Portfolio programmes for a year. Qualitative data, including two classroom observations and three reflective journal entries per teacher were collected by the author. Content analysis of qualitative data (i.e., lesson observation transcripts and journal entries) was performed deductively. The findings showed that except Jamie, Jill and Jackie hardly enhanced the usefulness of e-Portfolios, because they could not empower students to link artefacts, reflection, and validation properly owing to multiple reasons. Pedagogical implications concerning how to scale up the usefulness of e-Portfolio in L2 classroom contexts are discussed
Action (physics) · Mathematics education · Pedagogy · Popularity · Portfolio · Qualitative property · Rationalisation · Reflection (computer programming) · Scale (ratio) · Computer Science · Higher Education Learning Practices · Psychology · Reflective Practices in Education · Social Psychology · Student Assessment and Feedback
Classroom assessment and pedagogy
Teacher feedback literacy and its interplay with student feedback literacy
The potential formative benefits of portfolio assessment in second and foreign language writing contexts
Test Review
Student perspectives on formative feedback as part of writing portfolios
Researching Electronic Portfolios and Learner Engagement
E-portfolio use and its effects on exam performance – a field study
The Practical Application of e-Portfolios in K-12 Classrooms
EFL Writers' Attitudes and Perceptions toward F-Portfolio Use
Effects of Facebook-based e-portfolio on ESL learners’ writing performance
Grading ePortfolios
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |