Uso de los Portafolios Electrónicos de expresión oral con el fin de mejorar las habilidades orales del inglés por parte de estudiantes de inglés como lengua extranjera
Barra lateral del artículo
Contenido principal del artículo
Resumen
Este estudio examina cómo la implementación de portafolios electrónicos (ePortfolios) como una práctica de alto impacto (HIP) mejoró las habilidades orales de estudiantes de inglés. Una muestra de 183 estudiantes de inglés como lengua extranjera (151 mujeres, 32 hombres) de la Northern Border University confeccionaros ePortfolios en el transcurso de un semestre. Se recopilaron y analizaron datos de grabaciones de voz, grupos focales y encuestas con el fin de evaluar su experiencia de aprendizaje. Un resultado importante del estudio fue que los ePortfolios ayudaron a desarrollar las habilidades orales de los estudiantes de inglés debido a la retroalimentación lingüística proporcionada por el profesorado y sus compañeros. Además, la creación de ePortfolios aumentó la motivación y la confianza de los estudiantes para hablar inglés, especialmente entre las mujeres, independientemente de sus niveles de competencia. Estos resultados tienen implicaciones para el profesorado y las personas que diseñan y desarrollan planes de estudios en una variedad de contextos.
Descargas
Métricas
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Aviso de derechos de autor
El autor principal debe entregar obligatoriamente la carta de cesión de derecho de autoría, según el modelo dispuesto por Vivat Academia. Revista de Comunicación en la que se declara la cesión de derechos de autoría a la revista y se hacen explicitos los derechos de los autores respecto a la difusión y explotación del manuscrito una vez publicado.
Citas
Arnaiz, P., & Guillén, P. (2012). Foreign language anxiety in a Spanish university setting: Interpersonal differences. Revista de Psicodidáctica, 17(1), 5–26.
Babaee, M., Swabey, K., & Prosser, M. (2021). The role of E-portfolios in higher education: The experience of pre-service teachers. Journal of Digital Learning in Teacher Education, 37(4), 247–261. https://doi-org.sdl.idm.oclc.org/10.1080/21532974.2021.1965508
Barrett, H. C. (2007). Researching electronic portfolios and learner engagement: The reflect initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.
Barrot, J. S. (2020). Effects of Facebook-based e-portfolio on ESL learners’ writing performance. Language, Culture and Curriculum, 34(1), 95–111. https://doi.org/10.1080/07908318.2020.1745822
Bensalem, E. (2018). Foreign Language Anxiety of EFL Students: Examining the effect of self-efficacy, self-perceived proficiency and sociobiographical variables. Arab World English Journal, 9(2), 38-55
Bensalem, E. (2019). Multilingualism and foreign language anxiety: the case of Saudi EFL learners. Learning and Teaching in Higher Education: Gulf Perspectives, 15(2). https://doi.org/10.18538/lthe.v15.n2.314
Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology 19(3), 88–105.
Bolliger, D.U., & Shepherd, C.E. (2010). Student perceptions of ePortfolio integration in online courses. Distance Education, 31(3), 295-314.
Bowman, J., Lowe, B. J., Sabourin, K., & Sweet, C. S. (2016). The use of ePortfolios to support metacognitive practice in a first-year writing program. International Journal of ePortfolio, 6(1), 1-22.
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic Analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 1–18). Springer. https://doi.org/10.1007/978-981-10-2779-6_103-1
Cabrera-Solano, P. (2020). The use of digital portfolios to enhance English as a foreign language speaking skills in higher education. International Journal of Emerging Technologies in Learning (iJET), 15(24), 159. https://doi.org/10.3991/ijet.v15i24.15103
Cambridge, D. (2010). E-portfolios for lifelong learning and assessment. San Francisco, CA: Jossey-Bass.
Castaneda, M., & Rodríguez-Gonzalez, E. (2011). L2 Speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483-501.
Chau, J. & Cheng, G. (2010). ePortfolio, Technology, and Learning: a Reality Check. Journal of Interactive Learning Research, 21(4), 465-481. Waynesville, NC: Association for the Advancement of Computing in Education (AACE).
Cheng, G. (2008). Implementation challenges of the English language ePortfolio system from various stakeholder perspectives. Journal of Educational Technology Systems, 37(1), 97-118. https://doi.org/10.2190/ET.37.1.h
Cheng, L., Klinger, D. & Zheng, Y. (2007). The challenges of the Ontario Secondary School Literacy Test for second language students. Language Testing, 24, 185–208.
Cepik, S., & Yatibas, A. E. (2013). The use of e-portfolio to improve English speaking skill of Turkish EFL learners. Anthropologist, 16(2), 307-317.
Ciesielkiewicz, M., Wisser, W., & Rozells, D. (2019). International Perspectives on ePortfolios in Higher Education: Case Studies from Asia, North America and Europe. International Journal of Emerging Technologies in Learning (iJET), 14(21), 96. https://doi.org/10.3991/ijet.v14i21.11048
Council of Europe. (2001). Common European Framework of Reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage
Dougherty, E., & Coelho, D. (2017). ePortfolios in English language learning: Perceptions of Arabic-speaking higher education students. Tesl-Ej, 21(3), 1-21.
Fallowfield, S. M., Urtel, M., Swinford, R., Angermeier, L., & Plopper, A. S. (2019). A Case Study in ePortfolio Implementation: A Department-Wide Perspective. International Journal of ePortfolio, 9(2), 111–118.
Godwin-Jones, B. (2003). Blogs and wikis: Environments for on-line collaboration. Language Learning & Technology, 7(2), 12-16.
Herok, G., Chuck, J., & Millar, T. (2013). Teaching and evaluating graduate attributes in science based disciplines. Creative Education, 4(7), 42–49.
Heymann, P., Bastiaens, E., Jansen, A., van Rosmalen, P., & Beausaert, S. (2022). A conceptual model of students’ reflective practice for the development of employability competences, supported by an online learning platform. Education and Training. https://doi-org.sdl.idm.oclc.org/10.1108/ET-05-2021-0161
Hsu, H.-C. K., Wang, C. V., & Levesque-Bristol, C. (2019). Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education and Information Technologies, 24(3), 2159–2174. doi:10.1007/s10639-019-09863-w
Hsu, H.-Y., Wang, S.-K., & Comac, L. (2008). Using audioblogs to assist English-language learning: an investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198. https://doi.org/10.1080/09588220801943775
Huang, H, T. D., & Hung, S. T. A. (2010), Effects of electronic portfolios on EFL oral performance. Asian EFL Journal, 12(2), 192-212.
Ivanova, O. I. (2017). The use of e-Portfolio to develop English language learners’ autonomy and independence. Information Technologies and Learning Tools, 60(4), 155–165. https://doi.org/10.33407/itlt.v60i4.1677
Jiraporn, L. & Khampusaen, D. (2018, November 22-23). Using electronic portfolio to promote English speaking ability of EFL undergraduate students. Proceedings of 14th International Conference on Humanities and Social Sciences 2018 IC-HUSO
Kwak,Y., & Judy Yin. (2018). Using electronic speaking portfolios for assessment in the EFL Classroom: Students’ perspectives. Korean Journal of English Language and Linguistics, 18(4), 442–469. https://doi.org/10.15738/kjell.18.4.201812.442
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
Lee, L. (2019). An exploration of using audio recorded speaking tasks with VoiceThread for L2 oral proficiency development. Advances in Linguistics and Communication Studies, 147–167. https://doi.org/10.4018/978-1-5225-7286-2.ch006
López-Crespo, G., Blanco-Gandía, M. C., Valdivia-Salas, S., Fidalgo, C., & Sánchez-Pérez, N. (2021). The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement. Education and Information Technologies: The Official Journal of the IFIP Technical Committee on Education, 1–16. https://doi-org.sdl.idm.oclc.org/10.1007/s10639-021-10827-2
Lys, F. (2013). The development of advanced learner oral proficiency using iPads. Language Learning & Technology, 17(3), 94–116. http://dx.doi.org/10125/44341
Mapundu, M., & Musara, M. (2019). E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills. South African Journal of Higher Education, 33(6): 191–214. https://doi.org/10.20853/33-6-2990
McInnis, C., Hartley, R., & Anderson, M. (2000). What did you do with your science degree? A national study of employment outcomes for science degree holders 1990–2000. Retrieved from the University of Melbourne Centre for the Study of Higher Education https://cshe.unimelb.edu.au/research/ disciplines/docs/ScienceR.pdf
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: Sage Publications.
Morreale, C., & Zile-Tamsen, V., Emerson, C. A., & Herzog, M. (2017). Thinking skills by design: Using a capstone ePortfolio to promote reflection, critical thinking, and curriculum integration. International Journal of ePortfolio, 7(1), 13-28.
O’Connor, C., & Joffe, H. (2020). “Intercoder Reliability in Qualitative Research: Debates and Practical Guidelines.” International Journal of Qualitative Methods, 19: 1–13. https://doi.org/10.1177/1609406919899220.
Park, G. P., & French, B. F. (2013). Gender differences in the foreign language classroom anxiety scale. System, 41, 462-471.
Payne, B. K., Mayes, L., Paredes, T., Smith, E., Wu, H., & Xin, C. (2020). Applying high impact practices in an interdisciplinary cybersecurity program. Journal of Cybersecurity Education, Research & Practice, 2020(2), 1-26.
Peet, M., Lonn, S., Gurin, P., Boyer, K. P., Matney, M., Marra, T., Daley, A. (2011). Fostering integrative knowledge through ePortfolios. International Journal of ePortfolio, 1(1), 11-31
Pourdana, N., & Tavassoli, K. (2022). Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia, 12(1), 1–19. https://doi-org.sdl.idm.oclc.org/10.1186/s40468-022-00156-7
Safari, M., & Koosha, M. (2016). Instructional efficacy of portfolio for assessing Iranian EFL learners’ speaking ability. English Language Teaching, 9(3), 102. https://doi.org/10.5539/elt.v9n3p102
Song, B. K. (2021). E-portfolio implementation: Examining learners’ perception of usefulness, self-directed learning process and value of learning. Australasian Journal of Educational Technology, 37(1), 68–81. https://doi.org/10.14742/ajet.6126
Stefani, L., Mason, R., & Pegler, C. (2007). The educational potential of e-portfolios: Supporting personal development and reflective learning. London: Routledge
Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87(4), 324–328. https://doi.org/10.1177/003172170508700414
Tanielian, A. R. (2017). Foreign language anxiety among first-year Saudi university students. International Education Journal: Comparative Perspectives, 16(2), 116-130.
Thompson, A. S., & Sylvén, L. K. (2018). 5. CLIL and Motivation Revisited: A Longitudinal Perspective. Investigating Content and Language Integrated Learning, 76–95. https://doi.org/10.21832/9781788922425-009
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University Press.
Wang, L. J., & Chang, H. F. (2010). Applying innovation method to assess English speaking performance on communication apprehension. Belt Journal, 1(2), 147-158.
Wang, P., & Jeffrey, R. (2016). 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
Weber, K., & Myrick, K. (2018). Reflecting on reflecting: Summer undergraduate research students’ experiences in developing electronic portfolios, a meta-high impact practice. International Journal of ePortfolio, 8(1), 13-25.
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179–200. doi:10.1016/j.jslw.2006.09.004