Evaluating E-Portfolio-Based Writing Instruction: Effects on Pre-Intermediate EFL Learners' Writing Competence
DOI:
https://doi.org/10.54855/callej.262723Keywords:
E-portfolios, Writing competence, Online learning, Process writingAbstract
This study aims to find out the effects of using writing e-portfolio applications on improving the writing ability of 56 pre-intermediate EFL students (n = 28 experimental; n = 28 control), and also about their attitudes to using these applications in online intensive English courses. The research used a quasi-experimental design and the students were divided into two groups, a control group and an experimental group. The control group was taught by traditional instructions without any e-portfolio, while the experimental group joined a 16-week e-portfolio programme by using Google Sites as the main platform. The data for the study was collected from a pre-test and a post-test, questionnaires, and semi-structured interviews. The results showed that the experimental group demonstrated significant within‑group gains and substantially outperformed the control group on the post‑test. The control group showed a more modest improvement. Moreover, although they still faced many problems, especially about time management and technical issues, most students reported increased engagement and stronger motivation to write. Therefore, this study suggests that e-portfolios can serve as an effective pedagogical instrument that supports reflective and autonomous writing development in the digital learning environment.
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