The Effects of E-Portfolio Implementation Based on Formative Experimental Design on Students’ English Reading and Writing Skills and Self-Efficacy

Öz

The present study aimed to examine the use of e-portfolios in relation to students’ English reading and writing skills and self-efficacy beliefs. Because e-portfolio is believed to have a potential to foster 21st century skills including creativity and digital literacy. The participants consisted of 29 10th graders in a state high school. Formative experimental design was employed a research design involving a single experimental group. In the quantitative dimension, the reading and writing subscales of the "English Self-Efficacy Belief Scale" and "English Reading and Writing Achievement Test," developed by the researcher, were used in order to collect the data. So as to score English writing achievement test, "The Newly Developed Essay Scoring Rubric" was utilized to assess students’ writing performance. For the qualitative part of the research, a semi-structured interview form prepared by the researcher and researcher notes were used to collect the data. Quantitative data were analyzed using dependent-samples t-tests to compare pre-test and post-test scores. Qualitative data were analyzed through content analysis. The findings of the study revealed improvements in participants’ English reading and writing achievement scores as well as their self-efficacy beliefs following the e-portfolio implementation. Qualitative findings also suggested that students perceived e-portfolios as beneficial for supporting their learning processes and developing their language skills.

Anahtar Kelimeler

• E-portfolio
• formative experimental design
• second language acquisition
• self-efficacy beliefs

Biçimlendirici Deneysel Desene Dayalı E-Portfolyo Uygulamasının Öğrencilerin İngilizce Okuma ve Yazma Becerileri ile İngilizce Öz-Yeterlikleri Üzerindeki Etkisi

Öz

Bu çalışmada, e-portfolyo kullanımının İngilizce okuma ve yazma becerileri ile öz yeterlilik inançları üzerindeki etkisinin incelenmesi amaçlanmıştır. Çünkü e-portolyonun yaratıcılık ve dijital okuryazarlık da dahil olmak üzere 21. yüzyıl becerilerini geliştirme potansiyelinin olduğuna inanılmaktadır. Çalışma grubu, bir devlet lisesinde okuyan 29 10. sınıf öğrencisinden oluşmuştur. Araştırma tasarımı olarak biçimlendirici deneysel tasarımı kullanılmıştır. Tasarımın bir özelliği olarak, çalışmaya yalnızca deney grubu dahil edilmiştir. Nicel boyutta, araştırmacı tarafından geliştirilen "İngilizce Okuma ve Yazma Başarı Testi" ve "İngilizce Öz Yeterlilik İnanç Ölçeği”nin okuma ve yazma boyutları veri toplama araçları olarak kullanılmıştır. İngilizce yazma başarı testinin puanlanması için "Yeni Geliştirilen Deneme Puanlama Rubriği" kullanılmıştır. Araştırmanın nitel boyutunda, araştırmacının geliştirmiş olduğu yarı yapılandırılmış görüşme formu ve araştırmacı notları veri toplamada kullanılmıştır. Nicel verilerin analizinde, nicel veri toplama araçlarının ön test ve son test karşılaştırmaları için bağımlı örneklem t-testi kullanılmıştır. Nitel veri analizinde içerik analizi kullanılmıştır. Araştırma bulgularına göre; e-portfolyo kullanımının öğrencilerde okuma ve yazma becerilerine katkı sağladığı ve geliştirdiği ve bu becerilere olan öz-yeterlik inançlarını güçlendirdiğini göstermektedir.

Anahtar Kelimeler

• E-portfolyo
• biçimlendirici deneysel desen
• ikinci dil edinimi
• öz-yeterlik inancı

Kaynakça

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