Improving Academic Writing CAF through e-Portfolios The Case of EFL Students at Batna 2 University
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Abstract
Educational technology created numerous assessment tools to assist both teachers and learners in improving learning outcomes. One of the tools that gained attention is the electronic portfolio (e-portfolio) which is exclusively used for pre-service teachers. However, the present study investigates using e-portfolios to improve students’ academic writing; namely, lexical complexity, accuracy, and fluency (CAF). The study featured 60 EFL students at Batna 2 University who were equally divided into an experimental group and a control group, following three phases that lasted a semester: pre-test, treatment, and delayed post-test. During the three phases, students produced essays that were thematically categorized and course-related, producing total of 420 essays which were collected and analyzed using a reliable rubric. Results showed that e-portfolios explicitly affect and enhance writing CAF, yet they were inconclusive regarding the long-term effect. Pedagogical implications of implementing e-portfolios in EFL educational settings and recommendations for further investigation are discussed.
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