Yabancı dil olarak İngilizce derslerinde yazma öğretiminde e-portfolyo kullanımı üzerine bir literatür taraması

Year 2022, Issue: 29, 904 - 916, 21.08.2022

Mehmet Saraç Nilgün Saraç Meral Öztürk

https://doi.org/10.29000/rumelide.1136600

Abstract

Elektronik Portfolyolar, öğrencilerin çalışma ve performanslarının sistematik bir koleksiyonunu sundukları için İngilizce öğrenenlerin ilerlemesini ve başarılarını izlemek için yaygın olarak kullanılmaktadır. Özellikle Covid-19 pandemi süreci ve sonrasında eğitim kurumlarının büyük çoğunluğu yabancı dil öğretim modellerini dönüştürerek dijital platformları öğretim programlarına entegre etmiştir. Dijitalleşme sürecinin hızlanmasıyla birlikte öğrencilerin eserlerinin izlenmesi ve saklanması için geleneksel portfolyolara alternatif olarak e-portfolyolar ortaya çıkmıştır. Bu makale, yabancı dil olarak ingilizce öğretimi (EFL) bağlamında yazma becerileri için e-portfolyolar hakkındaki literatürü gözden geçirmeyi amaçlamaktadır. Mevcut inceleme, e-portföylerin öğrencilerin motivasyonu ve başarısı üzerindeki etkileri, teknolojik gereksinimler ve zorluklar, e-portföylerin sınırlılıkları ve öğrencilerin ve öğretmenlerin/eğitmenlerin algıları üzerindeki etkilerine odaklanmaktadır. İncelenen çalışmalara bağlı olarak, e-portfolyoların öğrencilerin yazma görevlerine yönelik tutumlarını ve motivasyonlarını olumlu etkilediği sonucuna ulaşılmıştır; öte yandan, e-portfolyoların bazı sınırlılıklarının bulunduğu ve eğitmenler açısından belirli teknolojik yeterlilikler gerektirdiği ve hem öğreniciler hem de eğitmenler için eğitimlerin gerekli olableceği sonuçlarına ulaşılmıştır.

Keywords

Elektronik Portfolyo, Yazma Becerisi, Yabancı Dil Olarak İngilizce

A literature review on e-portfolios in teaching writing in English as a Foreign Language classes

Abstract

Electronic Portfolios have been widely used for monitoring the progress and achievements of EFL learners as they present a systematic collection of students’ tasks and performances. Particularly during and after the Covid-19 pandemic process, the majority of the educational institutions converted their foreign language teaching models and integrated digital platforms into their teaching programs. With the acceleration of the digitalisation process, e-portfolios have emerged as an alternative to traditional portfolios for monitoring and storing the students’ works. The current paper aims to review the literature on e-portfolios for writing skills in the EFL context. The present review focuses on the effects of e-portfolios on students’ motivation and success, technological requirements and challenges, limitations of e-portfolios, and perceptions of students and teachers/instructors. Depending on the studies reviewed, the paper concludes that e-portfolios affect students’ attitudes toward writing tasks; it increases their motivation and develops writing skills. On the other hand, e-portfolios have some limitations, and they might require certain technological competencies from the instructors’ perspective and call for training both for learners and instructors.

Keywords

Electronic Portfolio, Writing Skill, English as a Foreign Language

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