Engaging e-Portfolios in an Independent Learning Process
This study investigates the use of e-portfolios in an independent learning process of learners in English as a second language (ESL). In this study, the instructor uses e-portfolios to manage the self-learning records of learners, to allow learners to interact with peers, and to evaluate performance outcomes. Learners record their self-learning activities using e-portfolios in which they submit and archive the activities they have done. The learners interact with one another through e-portfolios to enhance their learning. By using mixed methodology (survey, interview, instructor’s feedback report and analysis of e-portfolios), this study explores how the use of e-portfolios can help in learners’ independent learning process in English. The results indicate that learners have a mixed feeling towards the use of e-portfolios to assist their language learning experience. It is still uncertain that e-portfolio meets the needs of learners and provides an efficient and effective way to archive their tasks and facilitate peer feedback. This study also discusses the challenges that users of e-portfolios face in the process of English-language instruction, and the implications of the use of e-portfolios in language learning. It is hoped that the study will enable clearer focus to be given to the use of e-portfolios at both local and international levels.
The European Journal of Open, Distance and E-Learning – EURODL
