Abstract
An electronic portfolio is an ideal tool for meeting the needs of established and emerging pedagogy and approaches to learning, and many educators see E-portfolios as vital to learning, teaching and assessment. The participants in this quasi-experimental study were forty-five undergraduate students who were studying the English IV course at Suranaree University of Technology, Thailand. The purposes of this study were to investigate the effects of a Weblog-based E-portfolio on the English writing skills of Thai EFL undergraduate students before and after learning; and to find out their opinions of learning through a Weblog-based E-portfolio to improve their English writing skills. The participants writing skills were assessed by means of a pre-test, and a post-test was administered after they had studied writing using the Weblog-based E-portfolio. The participants expressed their opinions by means of reflective journals and a questionnaire regarding improvements in their writing skills through the use of the Weblog-based E-portfolio. The results of the study showed that the Weblog-based E-portfolio was effective based on the 80/80 standard criterion; and the post-test results of the participants’ writing skills were significantly higher than the pre-test results. In addition, the results obtained from the questionnaire and reflective journals showed that the participants had positive opinions towards learning through the Weblog-based E-portfolio.
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