Affiliation:
1. Bursa Uludağ Universitesi, Yabancı Diller Yüksekokulu, Yabancı Diller Bölümü
2. MEB
Abstract
Electronic Portfolios have been widely used for monitoring the progress and achievements of EFL learners as they present a systematic collection of students’ tasks and performances. Particularly during and after the Covid-19 pandemic process, the majority of the educational institutions converted their foreign language teaching models and integrated digital platforms into their teaching programs. With the acceleration of the digitalisation process, e-portfolios have emerged as an alternative to traditional portfolios for monitoring and storing the students’ works. The current paper aims to review the literature on e-portfolios for writing skills in the EFL context. The present review focuses on the effects of e-portfolios on students’ motivation and success, technological requirements and challenges, limitations of e-portfolios, and perceptions of students and teachers/instructors. Depending on the studies reviewed, the paper concludes that e-portfolios affect students’ attitudes toward writing tasks; it increases their motivation and develops writing skills. On the other hand, e-portfolios have some limitations, and they might require certain technological competencies from the instructors’ perspective and call for training both for learners and instructors.
Publisher
RumeliDE Dil ve Edebiyat Arastirmalari Dergisi