The impact of ePortfolio implementation on motivation, self-regulation and academic language development: the learners’ and the teachers’ perspectives
This paper argues that the successful integration of ePortfolios is meaningful to students and enhances learning when consistent with sound educational principles that align with the curriculum. Specifically, few studies have hitherto examined the weight of these claims within short-term ePortfolio implementation, particularly in English language teaching. This study adopted a mixed-methods approach for measuring the effectivity of the design and implementation of an ePortfolio, underpinned on future self-guides, within a six-week English language curricular module undertaken by Chinese learners of English at a British university. Results are presented from the perspective of the two main stakeholders in this process: students and teachers. Key findings included enhanced motivation and English language proficiency.