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ERIC Number: EJ1418343
Record Type: Journal
Publication Date: 2024
Pages: 26
Abstractor: As Provided
EISSN: EISSN-2229-0443
English Language Teachers' Attitudes toward Using Electronic Portfolio on Iranian EFL Learners' Speaking: A Grounded Theory Approach
Soheila Esmaeilee
Language Testing in Asia, v14 Article 11 2024
In recent decades, technology has changed the methods of teaching and assessment in educational settings all over the world. One notable innovation that has gained prominence in English language teaching (ELT) is the utilization of e-portfolios to evaluate and enhance students' writing and, potentially, speaking skills. While students have shown positive attitudes toward integrating e-portfolios in speaking classes, teachers' attitudes toward this pedagogical method remain undisclosed. Therefore, this study investigates teachers' attitudes toward e-portfolios in speaking classes based on the data collected from semi-structured and focused group interviews. The data was obtained from the Iran Language Institute (ILI), a leading institution for teaching English in Tehran. A grounded theory approach was used to analyze and evaluate 10 semi-structured interviews and focus groups. While some challenges are to overcome, teachers appear positive about implementing e-portfolios in speaking classes. As a result of teachers' attitudes towards e-portfolios, four categories emerged: ownership and responsibility, reflection (peer and self), teacher self-improvement, and drawbacks.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A