e-portfolio

While some researchers have questioned the efficacy of corrective feedback (CF), other researchers believe that CF can be effective if implemented through new technology types, including e-portfolio (EP). However, whether EP can be used as a medium of providing CF for language learners at different levels of language proficiency is still unknown. The purpose of the present study, therefore, was twofold: (a) to examine the writing performance of EFL learners across three levels of language proficiency receiving direct corrective feedback (DCF) via EP, and (b) to investigate which language proficiency group benefits more from DCF provided via EP. For the purposes of the present study, sixty (60) Iranian EFL learners who were divided into three levels of language proficiency at Sharif language center in Tehran, Iran participated in this study. The results of data analysis showed statistically significant differences for two components of writing—content, and mechanics—between beginning and intermediate, and beginning and advanced language learners. The results also showed that the higher the language proficiency level of language learners, the more they benefit from the provision of DCF through EP. These findings suggest that EP may be a viable option to supply Iranian EFL learners across levels of language proficiency with DCF. The article concludes with a call for testing the threshold-level hypothesis that may exist for language learners to use EP.

Teacher assessment identity (TAI) is a pivotal segment of teachers’ professional identity and practice that has recently gained momentum in second/foreign language research. However, its developmental trajectories in light of digital technologies over time have remained uncharted, to date. To fill this gap, this study intended to unpack the dynamics of EFL teachers’ assessment identity through e-portfolios uploaded on a website. In doing so, 22 novice and experienced Iranian EFL teachers were requested to prepare a series of e-portfolios for a period of two months across three phases. Furthermore, to capture the participants’ perceptions about TAI and its dynamism in light of e-folios, a semi-structured interview was held with 10 EFL teachers. The results of independent median tests demonstrated a significant difference between novice and experienced EFL teachers’ assessment identity at p < .05 with the experienced group being more affected by the e-portfolios. Based on Friedman’s tests, significant improvements in novice teachers’ assessment identity were found from phase 1 to phase 2, and phase 2 to phase 3 owing to the use of e-portfolios. However, the experienced participants did not show significant improvement from phase 1 to phase 2, while in phase 3, a significant improvement and jump were observed. Moreover, the thematic analysis of the interviews indicated that both groups concurred that e-portfolio could contribute to TAI development given its capability to inspire reflection on assessment practices. The study presents implications for EFL teachers, teacher educators, and L2 researchers regarding the dynamism of TAI in light of e-portfolios.