Investigating the Iranian EFL learners’ attitudes towards the implementation of e-portfolios in English learning and assessment

References

• Abrami, P., & Barrett, H. (2005). Directions for research and development on electronic portfolios. Canadian Journal of Learning and technology/La Revue Canadienne De L’apprentissage Et De La Technologie, 31(3), 1-12. https://doi.org/10.21432/T2RK5K
   Google Scholar
• Ahn, J. (2004). Electronic portfolios: Blending technology, accountability & assessment. The Journal, 31(9), 1-19. Retrieved from https://www.learntechlib.org/p/77087/
   Google Scholar
• Akçıl, U., & Arap, İ. (2009). The opinions of education faculty students on learning processes involving e-portfolios. Procedia-Social and Behavioral Sciences, 1(1), 395–32. https://doi.org/10.1016/j.sbspro.2009.01.071
   Google Scholar
• Alan, S., & Sunbul, A. M. (2014). Experimental studies on electronic portfolios in Turkey: A literature review. International Journal of Research in Education and Science, 1(1), 89. https://doi.org/10.21890/ijres.09416
   Google Scholar
• Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The reflect initiative. Journal of Adolescent & Adult Literacy, 50(6), 436–449. https://doi.org/10.1598/JAAL.50.6.2
   Web of Science ®Google Scholar
• Basken, P. (2008). Electronic portfolios may answer calls for more accountability. Chronicle of Higher Education, 54(32), A30–A31. Retrieved from http://www.csun.edu/pubrels/clips/April08/04-17-08E.pdf
   Google Scholar
• Baturay, M. H., & Daloğlu, A. (2010). E-portfolio assessment in an online English language course. Computer Assisted Language Learning, 23(5), 413–428. https://doi.org/10.1080/09588221.2010.520671
   Web of Science ®Google Scholar
• Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86(1), 8–21. https://doi.org/10.1177/003172170408600105
   Web of Science ®Google Scholar
• Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 92(1), 81–90. https://doi.org/10.1177/003172171009200119
   Google Scholar
• Bolliger, D. U., & Shepherd, C. E. (2010). Student perceptions of ePortfolio integration in online courses. Distance Education, 31(3), 295–314. https://doi.org/10.1080/01587919.2010.513955
   Web of Science ®Google Scholar
• Brown, M., Anderson, B., Simpson, M., & Suddaby, G. (2007). Showcasing Mahara: A new open source eportfolio. 82–84. Retrieved from https://www.learntechlib.org/p/46040/
   Google Scholar
• Cambridge, D., Cambridge, B. L., & Yancey, K. B. (Eds). (2009). Electronic portfolios 2.0: Emergent research on implementation and impact. Stylus Publishing, LLC.
   Google Scholar
• Cepik, S., & Yastibas, A. E. (2013). The use of e-portfolio to improve English speaking skill of Turkish EFL learners. Anthropologist, 16(1–2), 307–317. https://doi.org/10.1080/09720073.2013.11891358
   Web of Science ®Google Scholar
• Chang, C. C., Tseng, K. H., & Lou, S. J. (2012). A comparative analysis of the consistency and difference among teacher-assessment, student self-assessment, and peer-assessment in a Web-based portfolio assessment environment for high school students. Computers & Education, 58(1), 303–320. https://doi.org/10.1016/j.compedu.2011.08.005
   Web of Science ®Google Scholar
• Chang, -C.-C. (2001). A study on the evaluation and effectiveness analysis of web-based learning portfolio (WBLP). British Journal of Educational Technology, 32(4), 435–458. https://doi.org/10.1111/1467-8535.00212
   Web of Science ®Google Scholar
• EUfolio EUfolio Process Specification. (2013). [Online]. http://mahara.eufolio.eu/artefact/file/download.php?file=39151RetrievedMay11,2019,fromhttps://.google.com/search?hl=en&q=EUfolio+EUfolio+Process+Specification+%5BOnline%5D+2013+Available+from:+http://mahara.eufolio.eu/artefact/file/download.php%3Ffile%3D39151
   Google Scholar
• Farhady, H., & Hedayati, H. (2009). Language assessment policy in Iran. Annual Review of Applied Linguistics, 29, 132. Annual Review of Applied Linguistics. doi:10.1017/S0267190509090114
   Web of Science ®Google Scholar
• Firoozi, T., Razavipour, K., & Ahmadi, A. (2019). The language assessment literacy needs of Iranian EFL teachers with a focus on reformed assessment policies. Language Testing in Asia, 9(1), 1–14. https://doi.org/10.1186/s40468-019-0078-7
   Google Scholar
• Fong, R. W. T., Lee, J. C. K., Chang, C. Y., Zhang, Z., Ngai, A. C. Y., & Lim, C. P. (2014). Digital teaching portfolio in higher education: Examining colleagues’ perceptions to inform implementation strategies. The Internet and Higher Education, 20(1), 60–68. https://doi.org/10.1016/j.iheduc.2013.06.003
   Web of Science ®Google Scholar
• Goldsmith, D. J. (2007). Enhancing learning and assessment through e‐portfolios: A collaborative effort in Connecticut. New Directions for Student Services, 2007(119), 31–42. https://doi.org/10.1002/ss.247
   Google Scholar
• Gonzalez, J. A. (2009). Promoting student’s autonomy through the use of the European Language Portfolio. ELT Journal, 63(4), 373–382. https://doi.org/10.1093/elt/ccn059
   Web of Science ®Google Scholar
• Gray, L. (2008). Effective practice with e-portfolios. Higher Education Funding Council for England, JISC.
   Google Scholar
• Hamp-Lyons, L. (1997). Washback, impact and validity: Ethical concerns. Language Testing, 14(3), 295–303. https://doi.org/10.1177/026553229701400306
   Google Scholar
• Herman, J. L., & Golan, S. (1993). The effects of standardized testing on teaching and schools. Educational Measurement: Issues and Practice, 12(20–25), 41–42. https://doi.org/10.1111/j.1745-3992.1993.tb00550.x
   Google Scholar
• Hinojosa-Pareja, E. F., Gutiérrez-Santiuste, E., & Gámiz-Sánchez, V. (2020). Construction and validation of a questionnaire on E-portfolios in higher education (QEPHE). International Journal of Research & Method in Education, 43(1), 1–14. https://doi.org/10.1080/1743727X.2020.1735335
   Google Scholar
• Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9(2), 130–150. Retrieved from http://asian-efl journal.com/June_2007_EBook_editions.pdf
   Google Scholar
• Kocoglu, Z. (2008). Turkish EFL student teachers’ perceptions on the role of electronic portfolios in their professional development. Turkish Online Journal of Educational Technology-TOJET, 7(3), 71–79. Retrieved from http://files.eric.ed.gov/fulltext/EJ1102927.pdf
   Google Scholar
• Lin, Q. (2008). Preservice teachers’ learning experiences of constructing e-portfolios online. The Internet and Higher Education, 11(3–4), 194–200. https://doi.org/10.1016/j.iheduc.2008.07.002
   Web of Science ®Google Scholar
• Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. Educause Learning Initiative, 1(1), 1–27. Retrieved from http://electronicportfolio.pbworks.com/f/reading04overview.pdf
   Google Scholar
• Love, T., & Cooper, T. (2004). Designing online information systems for portfolio-based assessment: Design criteria and heuristics. Journal of Information Technology Education: Research, 3(1), 65–81. https://doi.org/10.28945/289
   Google Scholar
• Luchoomun, D., McLuckie, J., & van Wesel, M. (2010). Collaborative e-learning: E-portfolios for assessment, teaching, and learning. Electronic Journal of E-Learning, 8(1), 21–30. Retrieved from http://files.eric.ed.gov/fulltext/EJ880096.pdf
   Google Scholar
• Maher, M., & Gerbic, P. (2009). E-portfolios as a pedagogical device in primary teacher education: The AUT University experience. Australian Journal of Teacher Education, 34(5), 4. https://doi.org/10.14221/ajte.2009v34n5.4
   Google Scholar
• Marshall, B., & Wiliam, D. (2006). English inside the black box. NFER Nelson.
   Google Scholar
• Mason, R., Pegler, C., & Weller, M. (2004). E-portfolios: An assessment tool for online courses. British Journal of Educational Technology, 35(6), 717–727. https://doi.org/10.1111/j.1467-8535.2004.00429.x
   Web of Science ®Google Scholar
• Mohammed, A., Mohssine, B., M’hammed, E. K., Mohammed, T., & Abdelouahed, N. (2015). Eportfolio as a tool of learning, presentation, orientation and evaluation skills. Procedia - Social and Behavioral Sciences, 197, 328–333. https://doi.org/10.1016/j.sbspro.2015.07.145
   Google Scholar
• Namaziandost, E., & Çakmak, F. (2020). An account of EFL learners’ self-efficacy and gender in the flipped classroom model. Education and Information Technologies, 25(2), 4041–4055. https://doi.org/10.1007/s10639-020-10167-7
   Web of Science ®Google Scholar
• Namaziandost, E., Homayouni, M., & Rahmani, P. (2020). The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), 1–13. https://doi.org/10.1080/23311983.2020.1780811
   Google Scholar
• Namaziandost, E., Hosseini, E., & Utomo, D. W. (2020). A comparative effect of high involvement load versus lack of involvement load on vocabulary learning among Iranian sophomore EFL learners. Cogent Arts and Humanities, 7(1), 1–15. https://doi.org/10.1080/23311983.2020.1715525.
   Google Scholar
• Namaziandost, E., Razmi, M. H., Heidari, S., & Tilwani, S. A. (2020). A Contrastive analysis of emotional terms in bed-night stories across two languages: does it affect learners’ pragmatic knowledge of controlling emotions? Seeking implications to teach english to EFL learners. Journal of Psycholinguistic Research, 49(6), 1–18. https://doi.org/10.1007/s10936-020-09739-y.
   Google Scholar
• Namaziandost, E., Rezvani, E., & Polemikou, A. (2020). The impacts of visual input enhancement, semantic input enhancement, and input flooding on L2 vocabulary among Iranian intermediate EFL learners. Cogent Education, 7(1), 1-14. https://doi.org/10.1080/2331186X.2020.1726606
   Web of Science ®Google Scholar
• Namaziandost, E., Sawalmeh, M. H. M., & Izadpanah Soltanabadi, M. (2020). The effects of spaced versus massed distribution instruction on EFL learners’ vocabulary recall and retention. Cogent Education, 7(1), 1–13. https://doi.org/10.1080/2331186X.2020.1792261
   Google Scholar
• Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401. https://doi.org/10.1007/s11251-008-9053-x
   Web of Science ®Google Scholar
• Nicol, D., & Milligan, C. (2006). Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice. In Innovative assessment in higher education (pp. 84–98). Routledge.
   Google Scholar
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
   Google Scholar
• Oh, J.-E., Chan, Y. K., & Kim, K. V. (2020). Social media and E-portfolios: impacting design students’ motivation through project-based learning. IAFOR Journal of Education, 8(3), 41–58. https://pdfs.semanticscholar.org/f1b9/a20e70d10d3a46e2f7c1d214c09c2fd45d4d.pdf
   Google Scholar
• Poole, P., Brown, M., McNamara, G., O’Hara, J., O’Brien, S., & Burns, D. (2018). Challenges and supports towards the integration of ePortfolios in education. Lessons to be learned from Ireland. Heliyon, 4(11), e00899. https://doi.org/10.1016/j.heliyon.2018.e00899
   PubMed Web of Science ®Google Scholar
• Reese, M., & Levy, R. (2009). Educause center for applied research. Research Bulletin, 2009(4), 1-12. Retrieved from  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/33329/ECAR-RB_Eportfolios.pdf?sequence=1&isAllowed=y
   Google Scholar
• Rhodes, T. L. (2010). Making learning visible and meaningful through electronic portfolios. Change: The Magazine of Higher Learning, 43(1), 6–13. https://doi.org/10.1080/00091383.2011.538636
   Google Scholar
• Rhodes, T. L. (2011). Making learning visible and meaningful through electronic portfolios. Change, 43(1), 6–13. https://doi.org/10.1080/00091383.2011.538636
   Google Scholar
• Saad, M. R. B. M., Sardare, S. A., & Ambarwati, E. K. (2013). Iranian secondary school EFL teachers’ assessment beliefs and roles. Life Science Journal, 10(3), 1638–1647. Retrieved fromhttps://www.lifesciencesite.com/lsj/life1003/246_B01918life1003_1638_1647.pdf
   Google Scholar
• Schmitz, C. C., Whitson, B. A., Van Heest, A., & Maddaus, M. A. (2010). Establishing a usable electronic portfolio for surgical residents: Trying to keep it simple. Journal of Surgical Education, 67(1), 14–18. https://doi.org/10.1016/j.jsurg.2010.01.001
   PubMed Web of Science ®Google Scholar
• Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. Routledge.
   Google Scholar
• Torabi, S., & Safdari, M. (2020). The effects of electronic portfolio assessment and dynamic assessment on writing performance. Computer-Assisted Language Learning Electronic Journal, 21(2), 51–69. Retrieved from  https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7231711/pdf/IJPH-49-323.pdf
   Google Scholar
• Wang, P., & Jeffrey, R. (2017). Listening to learners: An investigation into college students’ attitudes towards the adoption of e‐portfolios in English assessment and learning. British Journal of Educational Technology, 48(6), 1451–1463. https://doi.org/10.1111/bjet.12513
   Web of Science ®Google Scholar
• Welsh, M. (2012). Student perceptions of using the Pebble Pad e-portfolio system to support self-and peer-based formative assessment. Technology, Pedagogy and Education, 21(1), 57–83. https://doi.org/10.1080/1475939X.2012.659884
   Web of Science ®Google Scholar
• Yancey. (2009). Reflection on Electronic E-portfolios. In Electronic Portfolios 2.0: Emergent Research on Implementation and Impact (pp. 5–16). Stylus Publishing, LLC. Retrieved from https://books.google.com/books?hl=en&lr=&id=_3lXTBvIeNkC&oi=fnd&pg=PA5&dq=Yancey+2009+eportfolio&ots=wk2_5323yX&sig=QZuSeUDHkRAdu-GGR-uA6P3HoyM#v=onepage&q=Yancey%202009%20eportfolio&f=false
   Google Scholar
• Yang, M., Tai, M., & Lim, C. P. (2016a). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276–1286. https://doi.org/10.1111/bjet.12316
   Web of Science ®Google Scholar
• Yang, M., Tai, M., & Lim, C. P. (2016b). The role of e-portfolios in supporting productive learning. British Journal of Educational Technology, 47(6), 1276–1286. https://doi.org/10.1111/bjet.12316
   Web of Science ®Google Scholar
• Yastibas, A. E., & Cepik, S. (2015b). Teachers’ attitudes toward the use of e-portfolios in speaking classes in English language teaching and learning. Procedia - Social and Behavioral Sciences, 176, 514–525. https://doi.org/10.1016/j.sbspro.2015.01.505
   Google Scholar
• Yastibas, A. E., & Yastibas, G. C. (2015). The Use of E-portfolio-based assessment to develop students’ self-regulated learning in English language teaching. Procedia - Social and Behavioral Sciences, 176, 3–13. https://doi.org/10.1016/j.sbspro.2015.01.437
   Google Scholar
• Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145–181. https://doi.org/10.1207/S15327809JLS1202_1
   Web of Science ®Google Scholar