ABSTRACT

Kwak, Yeonwoo. and Judy Yin. 2018. Using electronic speaking portfolios for assessment in the EFL classroom: Students’ perspectives. Korean Journal of English Language and Linguistics 18-3, 442-469. The present study investigates students’ perceptions of using electronic speaking portfolios in the EFL (English as a foreign language) classroom. In particular, the study explores students’ experiences throughout the portfolio cycle and aims to find out the students' perceptions of the e-speaking portfolio as an assessment as well as a learning tool. A total of 17 undergraduate students enrolled in the Basic English Speaking course posted ten video clips of their speaking activities, including five initial oral drafts and five revised versions, on their blogs throughout the semester. The students were asked to keep a reflective journal every week about their experience and were interviewed twice. The results of the study show that students benefited from experiencing recursive cycles as they accumulated their entries. In addition, students perceived the e-speaking portfolio as an effective learning tool and an assessment tool as the e-speaking portfolio provided the essential diagnostic information to guide their awareness of their current state and directions for improvement. From the Assessment as Learning (AaL) perspective, this study suggests that the e-speaking portfolio be implemented as a tool to enhance learning by means of diagnostic assessment.

KEYWORD

Keywords: EFL speaking assessment, speaking performance test, speaking portfolio assessment

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