The Effects of E-Portfolio, Paper-Based and Essay-Writing Assessments on Iranian EFL Learners' Motivation and Autonomy
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| Title: | The Effects of E-Portfolio, Paper-Based and Essay-Writing Assessments on Iranian EFL Learners' Motivation and Autonomy |
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| Language: | English |
| Authors: | Hossein Rezadoust Siah Khaleh Sar, Masoud Khalili Sabet, Amir Mahdavi Zafarghandi, Jaleh Hassaskhah |
| Source: | Iranian Journal of Language Teaching Research. 2025 13(2):63-90. |
| Availability: | Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Learning, Second Language Instruction, Portfolios (Background Materials), Questionnaires, Learning Strategies, Intervention, Personal Autonomy, Evaluation Methods, Self Evaluation (Individuals), Peer Evaluation, Essays, Writing Evaluation, Writing Instruction, Language Tests, Private Education |
| Geographic Terms: | Iran (Tehran) |
| Assessment and Survey Identifiers: | Motivated Strategies for Learning Questionnaire |
| ISSN: | 2322-1291 |
| Abstract: | This study aimed to compare the impact of e-portfolios on the motivation and autonomy of English as a Foreign Language (EFL) learners. Ninety intermediate learners were selected from 120 volunteers at a Tehran Language Institute. They were divided into three groups: two experimental groups using eportfolios and the other using paper-based portfolios, and a control group. Pre-intervention autonomy and motivation were measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and Learner Autonomy Questionnaire (LAQ). A 42-session intervention involving e-portfolios, paper-based portfolios, and standard assessment methods was conducted. The results showed a positive impact of e-portfolios, including self- and peer-assessment, on learners' motivation and autonomy, while paper-based portfolio annotations also yielded positive results. These findings are valuable for researchers, educators, and learners in the language education sector. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479071 |
| Database: | ERIC |
| Abstract: | This study aimed to compare the impact of e-portfolios on the motivation and autonomy of English as a Foreign Language (EFL) learners. Ninety intermediate learners were selected from 120 volunteers at a Tehran Language Institute. They were divided into three groups: two experimental groups using eportfolios and the other using paper-based portfolios, and a control group. Pre-intervention autonomy and motivation were measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and Learner Autonomy Questionnaire (LAQ). A 42-session intervention involving e-portfolios, paper-based portfolios, and standard assessment methods was conducted. The results showed a positive impact of e-portfolios, including self- and peer-assessment, on learners' motivation and autonomy, while paper-based portfolio annotations also yielded positive results. These findings are valuable for researchers, educators, and learners in the language education sector. |
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| ISSN: | 2322-1291 |
