SELF-REGULATED LEARNING THROUGH EPORTFOLIO: A META-ANALYSIS

Abstract

Purpose – A consensus has been reached regarding the need for a paradigm shift in the English as Second Language (ESL) classroom. The literature has shown that self-regulated learning (SRL) has been substantiated as beneficial for students in language learning. It is believed that SRL promotes learner autonomy and successful academic outcome. Despite SRL being a quite popular strategy and is heavily researched, its functionality through the medium of ePortfolio is uncertain. Therefore, this research attempts to analyse how SRL contributes to positive academic outcome using ePortfolio as a medium. Methodology – A meta-analysis was carried out to identify the patterns and gaps in this research area. The results indicated that, out of 204 studies found in the database, only nine met the criteria used in this study. Findings – Findings from this meta-analytic research found that all nine studies included in this review emphasised different research methods and reported significant changes in the students’ academic outcomes. Eight studies were quantitative in nature, with only a single study being qualitative. Based on our interpretive findings, three themes were discovered in this study which are metacognition, collaboration and motivation. Significance – By understanding the roles played by SRL, this study hopes to provide insights to those who would like to use ePortfolio as a medium to promote self-regulated learning. It also gives a clearer view on how ePortfolio as a tool can promote SRL and the result of the meta-analysis may benefit other researchers in helping them to transfer what is applicable in their study. Keywords: Self-regulated learning, ePortfolio, meta-analysis.