INTRODUCTION
Rationale of the study
In the context of teaching English as a foreign language (EFL) in Vietnam, there is a notable emphasis on reading and writing skills among both teachers and students However, listening lessons often receive insufficient attention, highlighting an imbalance in the language learning process.
Listening is a crucial skill for students, as highlighted by Wolvin (2010), who notes that over 50% of our communication time is spent listening Mcdonagh (2013, p 87) emphasizes this further by stating that listening is "the primary means by which incoming ideas and information are taken in." This underscores the fact that listening plays a dominant role in communication, both in and out of the classroom, making it one of the most essential skills for effective communication.
In Hue city, high schools like Quoc Hoc, Hai Ba Trung, and Nguyen Hue are now focusing on enhancing students' communicative competence by incorporating listening skills into their assessments, moving beyond the traditional emphasis on reading, writing, and grammar This shift has led to various challenges in the teaching and learning of English, particularly in the area of listening comprehension.
Improving language skills requires significant time and effort, and classroom practice alone is often insufficient for developing English listening abilities To address this challenge, it's essential to engage students in English listening activities beyond the classroom An effective solution is the use of e-portfolios, which offer numerous benefits for ESL/EFL learners.
Electronic portfolios, or e-portfolios, have evolved from traditional paper-based portfolios in response to recent technological advancements in education As classrooms embrace modern technology, the need for electronic alternatives to outdated paper portfolios has become essential E-portfolios have emerged as a significant tool in various fields, particularly in teaching and learning, where students are encouraged to utilize them for diverse purposes, especially to showcase their work effectively.
In ESL/EFL learning, e-portfolios are defined as a new genre that combines various materials to present a cohesive narrative, highlighting the relationships between different elements (Cambridge, 2010) This innovative approach signifies a shift towards enhanced assessment and self-reflection, incorporating autobiographical elements, stories, and journals DiBiase (2002) further describes e-portfolios as personalized, web-based collections that showcase selective coursework evidence, extracurricular artifacts, and reflective commentary Both definitions emphasize e-portfolios as versatile tools for collecting and evaluating achievements while aiding learners in developing self-assessment skills Butler (2006) notes their utility for students during their studies, for teachers and institutions in assessing work, and for graduates in job searches.
Numerous studies highlight the significant benefits of e-portfolios in ESL/EFL learning, particularly in writing, reading, and speaking However, there has been insufficient research on the application of e-portfolios in enhancing listening skills, which are foundational to language acquisition and precede speaking, reading, and writing (Lundsteen, 1981, p.159).
At Quoc Hoc High School in Hue, Vietnam, non-English-majored students, particularly in grade 10, often struggle with low scores in listening tests due to insufficient practice in their previous schools Many students find it challenging to understand even simple instructions, highlighting a significant gap in their English listening skills To address this issue and improve their abilities within a limited timeframe, e-portfolios were introduced to provide additional practice outside the classroom, aiming to help students excel in their final tests.
This study explores the effectiveness of e-portfolios as an alternative assessment tool for non-English majors in enhancing their English listening skills, contrasting it with traditional standardized tests The research aims to determine the impact of e-portfolios on improving overall English language proficiency among students.
Aims of the study
This study explored students' attitudes toward the use of e-portfolios for enhancing their English listening skills, while also considering teachers' perspectives on the advantages and disadvantages of e-portfolio implementation The primary objective was to determine whether e-portfolios significantly impacted students' acquisition of English listening skills Ultimately, the research aimed to address key questions regarding the effectiveness of e-portfolios in the learning process.
1 What are the attitudes of students towards the use of e-portfolios in practicing English listening at Quoc Hoc high school?
2 What are the perceptions of teachers and students at Quoc Hoc high school on the benefits and difficulties of using e-portfolios in practicing English listening?
3 Does the implementation of e-portfolios have an influence on students‟ listening skills?
Significance of the study
The study investigates students' interest and attitudes towards e-portfolios for enhancing their English listening skills, highlighting both the benefits and challenges of this tool The findings will equip teachers with valuable insights into the practical use of e-portfolios in teaching English listening, enabling them to anticipate potential challenges and maximize the effectiveness of this approach for improved learning outcomes.
The research highlights the advantages of using e-portfolios to enhance English listening skills, allowing learners to utilize this tool for personal growth However, it also addresses the potential drawbacks of e-portfolios, aiming to guide effective implementation for students to maximize their learning efficiency.
Scope of the study
This study explored the perceptions of teachers and students regarding the use of e-portfolios in an English as a Foreign Language (EFL) context at Quoc Hoc High School in Hue, Vietnam Specifically, it focused on the implementation of listening e-portfolios in a class of 28 Chemistry-majored grade 10 students, aiming to enhance their English listening skills while identifying the advantages and challenges associated with this approach.
An investigation was followed to examine how e-portfolios had helped students in practicing English listening skills.
Structure of the study
The thesis first gives an overview of the main points as well as states the aims of the research along with its significance and scope in the first Chapter -
Introduction Next, the theoretical background of the current study is presented in
Chapter 2 – Literature Review In the third Chapter – Methodology, the information about the participants is provided together with data collection procedures and the methods of data analysis After that, Chapter 4 – Findings
And Discussion clarifies and interprets the collected data Last but not least,
Chapter 5 – Conclusion And Implications emphasizes the most significant findings as well as the limitations and suggestions for further research.
LITERATURE REVIEW
Listening skills
Listening is a multifaceted skill that can be defined in various ways, from simple to complex According to Howatt and Dakin (1974, p 16), listening involves the ability to identify and comprehend spoken language, which includes understanding a speaker's accent, pronunciation, grammar, vocabulary, and overall meaning.
The International Listening Association defines listening as "the process of receiving, constructing meaning from, and responding to spoken and/or nonverbal messages" (Vandergrift, 2004, cited in Wolvin, 2010, p 58) This definition emphasizes the importance of not only understanding messages but also actively engaging with them.
Listening, as defined by Jones (2008, p 104), transcends the basic act of receiving sounds; it is a selective process where a purposeful listener critically interprets and responds to communicated sounds.
Howatt and Dakin's (1974) definition stands out as the most practical and accessible, whereas Jones's (2008) definition is recognized for its functional adequacy.
Listening is a crucial skill for students, often regarded as the first language skill developed, preceding speaking, reading, and writing (Lundsteen, 1981) It serves as the primary means for absorbing incoming ideas and information (Mcdonagh, 2013), highlighting its essential role in effective communication.
Listening is a crucial component of communication, accounting for over 50% of our interaction time Research has shown that effective listening skills play a more significant role in academic success than reading skills (Brown, 2001, p 121).
Listening is a crucial skill for effective communication, both in everyday life and within the classroom For EFL students, developing strong listening abilities is essential for successfully acquiring the target language.
2.1.1.3 The difference between listening and hearing
There are some students in the classroom who hear the lecture then get nothing, while others listening to the lecture are able to digest and comprehend what they heard
Hearing and listening are fundamentally different processes; while hearing is merely the initial stage of listening, true listening involves much more than just hearing sounds According to Ahuja (2008), listening encompasses a deeper engagement, and Gutierrez-Ang (2009) emphasizes that these two actions are entirely distinct.
Hearing is a physiological process that involves perceiving sound, while listening is a cognitive process that requires intention and understanding As Krishnamurti (2011) describes, hearing is simply allowing sound to enter one ear and exit the other, whereas listening involves actively engaging with and comprehending the speaker's message.
The key distinction between hearing and listening lies in the engagement of the mind and emotions; while hearing involves merely receiving sounds, listening requires active interpretation and understanding Listening is a more complex process that engages both the ears and the intellect, emphasizing the importance of thoughtful comprehension over passive sound reception.
Regarding the division of listening process, according to Wolvin and Coakley (2001, p 178), listening is divided into five categories including discriminative, comprehensive, therapeutic, critical and appreciative
Discriminative listening involves distinguishing auditory or visual stimuli, while comprehensive listening focuses on understanding the message being conveyed Among the five types of listening, therapeutic listening is often recommended for both speakers and listeners in pastoral contexts Critical listening, on the other hand, entails comprehending and evaluating the message Lastly, appreciative listening aims to derive sensory enjoyment from the works and experiences of others.
Listening can be categorized into four distinct types based on how individuals engage with audio information: inactive listening, selective listening, active listening, and reflective listening (Wood, 2013, p 175).
Inactive listening occurs when you hear words without truly engaging, often described as “in one ear and out the other.” In contrast, selective listening involves hearing only what you choose to focus on Active listening requires close attention to the content and intent of the speaker, while reflective listening emphasizes clarifying the message to ensure mutual understanding.
Listening can be categorized into different types based on the purpose and depth of processing involved This study emphasizes comprehensive listening, which focuses on understanding messages This form of listening aligns with the primary goal of students when engaging with authentic materials and serves as the foundation for other listening types.
With various types of listening, Lyerly and Maxey (2000, p 75) also pointed out why listening is difficult through three types of barriers
Physical barriers, including uncomfortable seating and poor audio quality, hinder effective communication Intellectual barriers arise from challenges in comprehension, often due to unfamiliar language Emotional barriers, influenced by personal reactions to individuals or messages, can create tension and anger, further obstructing communication.
E-portfolios
Having reviewed the theoretical framework of EFL listening skills in the previous section, the study now continues to provide a complete discussion of e- portfolios
Traditional assessment tools like multiple-choice tests, true/false quizzes, and short answer questions have long been used to evaluate student performance in schools However, there are ongoing concerns regarding the effectiveness of these methods in accurately assessing students' true capabilities.
Assessment tools primarily rooted in the behaviorist approach view education as "habit formation," which may fall short in effectively measuring learners' skills across various courses In contrast, the constructivist approach emphasizes "learning by doing," forming the foundation for alternative educational methods like problem-solving and project-based learning.
As the focus is on learning by doing, the alternative methods of assessment cover not only students‟ understanding but also their personal differences as well as individual performance
Among the modern ways of evaluating learners‟ performance, e- portfolios, which are students‟ work and reflections stored in electronic formats, are developed to assess learners
Definitions in this domain have been notoriously diverse
An e-portfolio, as defined by Buzzetto-More (2011), is a digital collection that encompasses various media types, including text, images, websites, audio, and video files, all created within a computer-aided environment This definition highlights the diverse components that make up an e-portfolio.
Zubizarreta (2009) emphasizes that electronic portfolios serve as intentional collections of student work available online, highlighting the importance of student reflection on their own achievements.
Sutherland (2007) emphasized that an e-portfolio is a versatile system enabling users to selectively document significant skills, experiences, and thoughts across various learning identities This system facilitates the integration of personal records with institutional data and allows for the enhancement and evidence of these records through additional data sources.
An e-portfolio is a curated collection of digital resources that showcases an individual's progress and achievements It encompasses various learning activities that are personally managed and owned by the learner, serving as a valuable tool for reviewing, reflecting, and planning personal development.
It is also noticeable that e-portfolios are student-centred They can also store students‟ individual work digitally and help follow students‟ learning process in different contexts and time periods
According to Cambridge (2011), there are three primary types of e-portfolios: developmental, reflective, and showcase A developmental portfolio highlights the progress of a project, while a reflective portfolio illustrates a learner's understanding over time Lastly, a showcase portfolio is designed to display content effectively.
Barrett (2002) presents a classification of e-portfolios based on their organization rather than their intended purposes The first type is the showcase e-portfolio, which organizes work after learners have completed their projects The second type, the structured e-portfolio, features a predefined organization for work that is yet to be created Lastly, the learning e-portfolio is characterized by an organization that evolves concurrently with the creation of the work.
More specifically, Ingle and Duckworth (2013) classified e-portfolio into six types which are learning, assessment for learning, showcase, course, career and internship and personal
A student-directed e-portfolio serves as a valuable tool for reflection, allowing learners to evaluate their experiences in courses, projects, internships, and various activities or programs.
Assessment for Learning: this type of e-portfolio is mainly used for accreditation purposes and program evaluation
Showcase: a showcase e-portfolio is a student owned e-portfolio with a collection of artifacts designed to display the best of that individual student
An e-portfolio can be specifically tailored for a course, allowing students to utilize a structured template This template typically includes designated sections for submitting homework assignments, projects, research papers, and reflective observations related to the course.
A career and internship e-portfolio serves as a digital showcase of an individual's accomplishments relevant to specific tasks, allowing students to present key information to potential employers This may include reflective insights on recent leadership roles, work experiences, and personal developmental goals, highlighting their professional growth and readiness for future opportunities.
A personal portfolio enables individuals to showcase their job or internship experiences, coursework, and campus involvement It offers the opportunity to include private writing samples, as well as video, audio, and photographic displays.
These divisions show that e-portfolios can be used for different purposes
This study employed a course e-portfolio, based on the framework by Ingle and Duckworth (2013), to enhance students' listening skills The e-portfolio featured structured sections for students to submit their homework, assignments, and reflections, facilitating targeted practice and engagement.
Authors vary in the classifications of what is contained in e-portfolios Madden (2007, p 71) pointed out the main contents of different types of e- portfolio as below:
Evidence of achievement includes actual work produced by the individual, such as reports and slide presentations, as well as indirect representations like photographs of work and records of exam module titles and grades This evidence is complemented by the author's reasoning and statements, feedback from peers and supervisors, and personal materials related to the author, including personal details, a statement of professional philosophy, and future aims.
More specifically, pieces of work in an e-portfolio can be illustrated through varied means of media such as document, image, audio file, powerpoint presentation, video-file (Johnson and Manning, 2010)
E-portfolios can be presented in diverse formats, encompassing not just evidence of work and achievements but also personal information and feedback from others.
Previous studies related to the current thesis
Numerous studies have explored listening skills, but this review will specifically examine research on the implementation of e-portfolios in English as a Foreign Language (EFL) classrooms.
First, the studies relating to the implementation of e-portfolios are summarized as below
In Maha (2013) study, it aimed at identifying the use of e-portfolios for ESL learners The data were gathered by reviewing 11 students from 2010 to
In 2012, a study highlighted two key dimensions of e-portfolios: learning gains, which encompassed language proficiency and assessment, and technical skills The findings indicated that e-portfolios significantly motivated students and enhanced their writing, language learning, and assessment abilities, as well as their technical skills Ultimately, the study recommended the use of e-portfolios for addressing ecological issues and for educational purposes.
Alshahrani and Windeatt (2012) developed a web-based e-portfolio system for ESL learners in a writing course, enabling students to write and receive feedback from peers and teachers In their study, 46 ESL students were split into a conventional group and an e-portfolio group, tasked with submitting essays over several weeks while receiving feedback Data was gathered through online questionnaires, writing samples, tracking, and interviews A post-intervention test revealed no significant improvement in the control group’s motivation and writing performance, while the experimental group showed notable enhancements These results indicate that e-portfolio software can significantly improve ESL learners' writing performance by facilitating regular feedback.
Mohammad and Fateme (2017) investigated the effect of e-portfolio-based assessment on the writing performance of Iranian EFL learners Their study involved 30 advanced EFL students enrolled in a TOEFL preparation course, who were randomly divided into control and experimental groups after taking a TOEFL proficiency test Both groups underwent a writing pre-test and post-test during the experiment The results showed that the experimental group significantly outperformed the control group, suggesting that e-portfolio-based assessment enhances writing skills and serves as a motivating assessment strategy.
Yastibas and Cepik (2015) conducted a study to explore teachers' attitudes and perceptions regarding the use of e-portfolios in speaking classes The research involved semi-structured interviews with four listening and speaking teachers from a university in Turkey who utilized e-portfolios in their instruction The findings indicated that teachers, similar to their students, held positive attitudes towards the implementation of e-portfolios in speaking classes.
Heng-Tsung Danny Huang (2010) explored the impact of e-portfolios on oral performance in EFL conversation classes by comparing 30 college students divided into a control group and an e-portfolio group Over a semester, the e-portfolio group created individual speaking portfolios, uploading recordings of their perspectives on weekly topics and providing feedback on peers' work, while the control group simply submitted audio recordings on CDs Analysis of pre- and post-study recordings showed that the e-portfolio group significantly outperformed the control group in total words and lexical richness, although there was no significant difference in syntactic complexity Additionally, students expressed strong acceptance of the digital portfolios.
Comments on the previous studies
There are several thoughts on the above studies listed below
The effectiveness of e-portfolios in enhancing listening skills among learners has not been adequately explored, despite their extensive investigation in areas like writing, speaking, and technical skills.
Research primarily targets college and university students, overlooking the application of e-portfolios in high schools and other educational levels.
Third, there was a variety of data collecting instruments with the participants of both teachers and students used in these studies with the purpose of understanding the problems profoundly
Research indicates that e-portfolios significantly enhance student performance, while also improving aspects such as peer correction, teacher feedback, learning motivation, and language use.
Ultimately, both teachers and students in the previous investigation had positive attitudes towards the implementation of e-portfolios and suggested using them for various purposes
The implementation of e-portfolios aimed at enhancing students' listening skills was informed by a thorough examination of teaching theories and previous research findings Additionally, the effectiveness of e-portfolio usage was meticulously investigated to ensure optimal outcomes Details regarding the data collection process will be outlined in the upcoming Methodology chapter.
METHODOLOGY
Context
This study was carried out at Quoc Hoc High School in Hue, Vietnam, where English is a mandatory subject for all students over three academic years The program emphasizes not only reading and writing but also places increased focus on listening and speaking skills Classes, taught by Vietnamese teachers, are 45 minutes long and typically accommodate between 20 to 35 students.
The current teaching method for English classes emphasizes an integrated approach to the four language skills—speaking, listening, reading, and writing—structured around three stages: pre-stage, while-stage, and post-stage Each skill is equally valued, contributing 2.5 points out of a total of 10 in the final exam, highlighting the importance of a balanced development in all areas.
High school students must attain a B1 level in listening skills according to the Common European Framework of Reference for Languages (CEFR) In grade 10, they are introduced to basic B1-level tasks, focusing primarily on gap filling and True/False statements to build their listening proficiency.
Students faced challenges in passing their previous semester, particularly with listening tests, leading to stress To address this, e-portfolios were introduced this semester, featuring a variety of B1-level listening tasks combined with content-based activities This initiative aims to enhance students' overall listening skills and familiarize them with the specific demands of B1 listening tasks.
E-portfolio design
Google Sites was selected as the ideal platform for showcasing students' e-portfolios due to several compelling reasons Firstly, all students had access to their own Google accounts, facilitating easy connectivity to Google Sites Secondly, the straightforward setup process, supported by clear instructions from Google Help, allowed for effortless creation of the e-portfolio platform Lastly, unlike Facebook, which posed potential distractions, Google Sites helped students maintain focus on their learning and presentations.
The implementation of e-portfolios took place over two months, from early March to early May, prior to the final examination In the first two weeks of March, following the Tet holiday, students were carefully introduced to the concept in class and provided with hard copy tutorials on creating their e-portfolios based on a standard template Once students developed their e-portfolio pages, which included planned weekly practices, they submitted their e-portfolio addresses for tracking purposes After two weeks of training and ensuring student readiness, the first practical application began in the third week of March.
Weekly practice sessions were designed to enhance students' B1-level listening skills, focusing on gap-filling and multiple-choice tasks, while also incorporating additional listening experiences like songs and videos relevant to classroom topics A reflection session was included to encourage students to self-evaluate their strengths, weaknesses, and overall progress The e-portfolio pattern content will be provided in the Appendix.
The assessment for this listening skills tool focused on students' weekly participation in listening practices and reflections rather than their performance quality Each unit in the weekly practices was scored equally, and answer keys were provided along with consistent feedback from the teacher.
Data collection instruments
This study utilized a combination of questionnaire surveys, semi-structured interviews, and observations to gather data Following Nunan's (1992) insights, the questionnaire incorporated both closed and open-ended questions to facilitate easy data quantification while also allowing for in-depth participant insights The semi-structured interview format was selected for its balance of flexibility for interviewers and freedom for interviewees, enabling a supportive environment Initially, general questions were established, followed by more specific inquiries tailored to the interviewees' responses.
The questionnaire was prepared for students first in English, then was translated into Vietnamese The Vietnamese version was used to collect data
The initial questions of the survey assess students' understanding of e-portfolios and their awareness of how to utilize them before starting Questions 3 to 6 evaluate students' attitudes towards the use of e-portfolios for enhancing English listening skills outside the classroom The final section, comprising questions 7 to 14, gathers students' insights on the advantages and disadvantages of implementing e-portfolios The questionnaire features a diverse array of questions tailored to effectively collect the necessary data.
Moreover, five teachers and five students also participated in semi- structured interviews for deeper understanding of the employment of e-portfolios in helping students practice their listening skills
Last but not least, observation was also useful in investigating the impact of e-portfolios on student‟s process of acquiring English listening skills.
Participants
The five teachers at Quoc Hoc High School, all Vietnamese and native speakers of Vietnamese, have been dedicated to teaching English to students of varying proficiency levels for over three years.
The study focuses on students in grades 10 to 12, with selected teachers aged 30 to 40 years and possessing teaching experience between 5 to 15 years Both male and female teachers are included in the research, although the gender ratio is not a significant factor for this study.
The 28 non English-majored student participants are full members in Chemistry class that the researcher was teaching Each semester lasts for four months The selected students are all 15 years of age Both female and male learners take part in the research, but the ratio between genders is not important for the purpose of the study Five students among the participants were chosen for individual interviews and closer observation The names of these students provided in this study are not their real names.
Data collection and data analysis procedures
The study involved multiple stages of data collection after obtaining consent from both teachers and students Initially, five teachers participated in face-to-face semi-structured interviews to share their perceptions on e-portfolio implementation Subsequently, the process of five selected students completing their e-portfolios was meticulously observed, alongside the collection of their 15-minute listening tests and final exam results A revised questionnaire, pilot-tested on a group of students, was administered after the final examination to gather their opinions on the e-portfolio implementation Following the analysis of the questionnaire data, specific questions for individual student interviews were developed These semi-structured interviews, conducted in Vietnamese for convenience, were audio-recorded to ensure accurate data capture.
The study meticulously examined both qualitative and quantitative data, focusing on students' opinions and their processes in completing e-portfolios Statistical analysis was conducted on their listening test results, while data from the questionnaire survey was systematically organized into tables and figures Thematic analysis of interviews with teachers and students provided deeper insights into the situation This combination of methodologies yielded specific and valid information to address the research questions, with the findings detailed in Chapter IV - Findings and Discussion.
FINDINGS AND DISCUSSION
Students‟ attitudes towards the use of e-portfolios in practicing English
A questionnaire survey was conducted to explore students' perceptions of e-portfolio implementation, focusing on their frequency of participation in e-portfolio practices and their levels of interest or disinterest, along with specific reasons for their feelings To gain a deeper understanding, semi-structured interviews were subsequently carried out.
4.1.1 The frequency of students’ participation in listening e-portfolios
Figure 4.1.1 The frequency of students’ participation in e-portfolios
NeverSeldomSometimesOftenVery Often
In the very first question, all of 28 students (N() were asked to give an answer on how frequently they had practiced English listening with e-portfolios
According to Chart 1, all students engaged in listening practices through their e-portfolios Notably, 36% of the students reported participating "often," while 21% indicated they were involved "very often" and 25% "sometimes." However, 18% of students admitted to participating "seldom" in e-portfolio activities.
To begin with, e-portfolios were informed to be part of final assessment in order to engage students in e-portfolio activities This explains why the option
“never” was chosen by none The large number of students was involved in e- portfolio activities, yet their participation varied ranging mainly from
A significant portion of students, specifically 18%, accessed e-portfolios only 1-2 times throughout the entire period Additionally, interviews revealed a diverse range of frequencies among students regarding the use of e-portfolios for practicing their listening skills.
While the majority of students engaged in e-portfolio activities, this participation alone does not reflect their overall attitude towards e-portfolios To gain deeper insights, a study was conducted to explore students' opinions regarding their interest in the implementation of e-portfolios.
4.1.2 Students’ interest in the implementation of e-portfolios
Figure 4.1.2 Students’ interest in the implementation of e-portfolios
The chart indicates that 79% of students expressed a strong interest in utilizing e-portfolios to enhance their English listening skills, while 20% were less enthusiastic about e-portfolio activities Notably, none of the students reported a dislike for the implementation of e-portfolios.
This finding offers a positive outlook for educators implementing e-portfolios to improve students' English listening skills When students discover interest and inspiration in e-portfolio tasks, their willingness to engage and actively participate in these activities increases significantly.
Some students showed a lack of interest in using e-portfolios, which may be attributed to various factors impacting their English listening skills To better understand these sentiments, a thorough investigation was conducted to explore the reasons behind students' preferences for or against the implementation of e-portfolios.
4.1.2.1 Reasons why students are interested in e-portfolios
I have more opportunities to practice English listening skills 16 45
I get motivated to practice English listening with e- portfolios 8 22
Table 4.1.2.1 Reasons why students are interested in e-portfolios
This study explored various reasons identified in previous research to understand why students appreciate using e-portfolios for enhancing their English listening skills Additionally, follow-up interviews were conducted for deeper insights into their experiences.
A total of 36 responses were collected regarding the use of e-portfolios in enhancing English listening skills, with nearly half of the participants expressing a preference for this method due to the increased opportunities it provides for improvement Additionally, 25% of students reported feeling more comfortable practicing with e-portfolios outside the classroom, while 22% found motivation in their use for English listening activities Only three students mentioned alternative reasons, but they did not elaborate on these until the interview session.
The interview findings reveal that all five students appreciated the diverse listening practices, which included various types of questions and multimedia resources like pictures, songs, and videos Three students expressed comfort in using e-portfolios at home, allowing them to listen to recordings multiple times without the fear of making mistakes in a classroom setting Additionally, two students highlighted the flexibility of completing English listening tasks at their own pace during their leisure time One student noted the ease of using a laptop for learning, as it provided access to online resources and vocabulary that supported self-directed learning.
4.1.2.2 Reasons why students are uninterested in e-portfolios
I find practicing English listening skills with e- portfolios boring 0 0
I find e-portfolios unnecessary in practicing English listening skills 1 17
I do not have enough time to complete the listening tasks on e-portfolios 3 50
Table 4.1.2.2 Reasons why students are uninterested in e-portfolios
Previous studies identified several reasons for students' reluctance to practice English listening skills using e-portfolios, as revealed through questionnaires Out of six responses collected (N2=6), only one student felt that e-portfolios were unnecessary for improving their listening skills Half of the respondents cited a lack of time to complete the listening tasks, while the remaining participants provided additional reasons during subsequent interviews.
During the interview, several unexpected reasons emerged regarding the challenges faced by students in completing e-portfolio practices Three students expressed that they lacked the time necessary to engage in these activities Additionally, one student felt her insufficient listening skills hindered her ability to successfully complete the tasks, compounded by her struggles with English Other identified obstacles included power outages and unreliable Internet connections.
Students‟ and teachers‟ perceptions on the benefits and difficulties of e-
Firstly, the findings on students‟ and teachers‟ perceptions on the advantages of e-portfolios in helping students practice their English listening skills will be presented
4.2.1 Students’ and teachers’ perceptions on the benefits of e-portfolios in practicing English listening skills
Previous studies have highlighted several advantages of using e-portfolios to enhance English listening skills This research aims to explore students' perceptions of their progress after utilizing e-portfolios for practice, alongside teachers' insights on the benefits these tools offer in improving English listening proficiency.
In an interview with five teachers regarding the use of e-portfolios in English instruction, only two of the eldest teachers reported utilizing them to enhance students' writing skills However, all teachers expressed positive attitudes towards the implementation of e-portfolios, agreeing that they could significantly improve students' English listening skills by offering more opportunities and a supportive learning environment.
Figure 4.2.1.1 Students’ perceptions on their improvement in English listening skills
Students reported significant improvements in their English listening skills after using e-portfolios, with many indicating a positive impact This aligns with previous research highlighting the benefits of e-portfolios in enhancing language skills The most notable improvement was in identifying relevant points, followed by visualizing topics and making references However, deducing word meanings from context remains a challenge, indicating varied levels of progress across different skills Overall, e-portfolio practices have substantially contributed to enhancing students' English listening abilities.
Predicting the topic Identifying relevant points
Deducing meanings of words from context Making inferences
Not at all Very little Little Quite a lot
Figure 4.2.1.2 Students’ perceptions on their improvement in language use
The implementation of e-portfolios offers significant advantages, particularly in promoting language use among students During interviews, two teachers noted that e-portfolios require students to engage with the target language to complete assignments, fostering independent language use This finding aligns with Maha's (2013) study, which also indicated a positive shift in students' language usage attributed to the incorporation of e-portfolios.
Students evaluated their language improvement after practicing with e-portfolios, revealing significant enhancements in pronunciation and vocabulary, while grammar received less focus The e-portfolio practices emphasized developing English listening skills, leading to noticeable improvements in pronunciation due to attention to recorded voices Additionally, the inclusion of new words with their meanings in Useful Language and listening tasks helped students expand their vocabulary, further supporting their listening abilities.
Not at all Very little Little Quite a lot
Danny Huang's 2010 study on the use of e-portfolios revealed a significant improvement in students' oral performance, specifically in total word count and lexical richness This indicates that integrating e-portfolios into learning can enhance language skills effectively.
“grammar”, for students, was not a focus in the process of comprehending the relevant points for the tasks, thus being the least improved dimension in students‟ use of language
4.2.1.3 Peer correction and teacher feedback
E-portfolios foster collaboration among students, enhancing interaction and peer correction, as noted in teacher interviews Additionally, teachers can monitor individual progress and provide targeted support This aligns with findings from Alshahrani and Windeatt (2012), which highlight that consistent feedback from peers and teachers significantly boosts the performance of ESL learners using e-portfolios.
Figure 4.2.1.3.1 Students’ perceptions on their promotion in peer correction
A questionnaire survey was conducted to assess students' ability to benefit from peer correction via e-portfolios Notably, the response option "a lot" received no selections, and "quite a lot" was the least favored choice, indicating that students did not rely heavily on their peers for support.
I help my friends with their practices.
I ask my friends to help with my practices.
Very little Little Quite a lot
Many students sought peer assistance infrequently, with some never requesting help at all, possibly indicating their proficiency in listening tasks Conversely, a group of six students concentrated solely on their own work, suggesting they struggled with listening skills and relied on others for support Overall, while peer correction was utilized during the completion of e-portfolios, most students preferred to work independently.
Figure 4.2.1.3.2 Students’ perceptions on teacher feedback’s usefulness
Students utilized teacher feedback through comments on their e-portfolios and in-class interactions, finding it beneficial for their learning process While all students acknowledged the helpfulness of teacher feedback, opinions varied regarding its impact Notably, 36% of students indicated that the feedback was quite beneficial, 25% deemed it very necessary, and 28% considered it of limited importance Additionally, 11% of students felt that teacher feedback was unnecessary Overall, the majority of students benefited from teacher input, although some were able to complete their e-portfolios independently.
Not at all Very little Little Quite a lot
Students perceive teacher feedback as more beneficial than peer assistance, highlighting the teacher's essential role in enhancing students' English listening skills through the use of e-portfolios.
Three teachers unanimously agreed that listening e-portfolios effectively motivate students to engage in self-study According to the most experienced teacher, the e-portfolio process allows students to dedicate time to research, organize their findings, and create personalized portfolios, transforming even the most passive learners into active participants in their education Additionally, one teacher highlighted that e-portfolios help students recognize their strengths and weaknesses, fostering essential self-assessment and self-reflection skills that contribute to their overall learning improvement.
Figure 4.2.1.4 Students’ perceptions on their promotion in self-regulated learning
A survey of students revealed that 68% viewed e-portfolios as crucial for enhancing their self-regulated learning Additionally, 18% reported that e-portfolios significantly aided their self-study efforts In contrast, 11% felt that e-portfolios had a minimal impact on their self-learning skills, while only 3% downplayed their importance in the learning process.
Not at all Very little Little Quite a lot
A lot process On the whole, this finding showed that e-portfolios were remarkably beneficial in helping students develop their self-regulated learning according to teachers‟ and students‟ perceptions
Figure 4.2.1.5 Students’ self-confidence boost in using their listening skills
An interview with a teacher indicated that students who utilize e-portfolios to practice their English listening skills tend to gain valuable experience, leading to increased confidence in applying these skills both in and out of the classroom.
The researcher aims to explore if students experience increased confidence in their English listening skills after practicing with e-portfolios, as well as to understand the underlying reasons for this boost in confidence.
The impact of e-portfolios on students‟ listening skills
Since this is a case study, five students with distinct characteristics were chosen to take part in a closer consideration for the investigation in e-portfolios‟ influence on their English listening skills
Very easyEasyModerateQuite hardHard
4.3.1 Students’ improvements in learning listening skills
Nhan faced significant challenges with her English listening skills, particularly in the last semester Lacking exposure to English recordings during her secondary education, her listening abilities lagged behind her other skills This left her feeling hopeless at times, often achieving the lowest results in listening compared to her peers However, she has since discovered a method to improve her listening skills, which has given her hope for progress.
Surprisingly, when it came to listening e-portfolios, she was absorbed in the listening practices and participated well in the e-portfolio activities
Her e-portfolio report indicated regular English practice, specifically every Saturday She experienced varying levels of difficulty, finding some practices easy while others were challenging Practice 4 was her favorite, while she struggled the most with practice 6, which aligned with her performance levels in these tasks She noted that she often had to listen multiple times to answer questions without seeking help from materials or peers.
In her reflection, she acknowledged dedicating more time than ever to practicing English listening Despite her efforts, she found the process to be challenging and frustrating, noting that significant time and commitment were still needed for improvement.
This semester, she showed significant progress in her listening activities, becoming more active and engaged in class discussions Previously silent and anxious, she now actively exchanges answers and collaborates with her group members during listening exercises Although she remains shy about sharing her answers at the board, her listening test scores have doubled compared to last semester, and her English GPA has increased by 2.82% These improvements highlight her dedication to enhancing her English listening skills and overall language proficiency.
Huu is a delightful student with a passion for English, consistently eager to engage in classroom activities However, he struggles with listening classes, where his participation is noticeably less active compared to other subjects.
He frequently utilized e-portfolios and enjoyed studying on his computer He preferred completing listening exercises at home to avoid the fear of being mocked by classmates for his mistakes Additionally, he faced challenges with certain practices and relied on the support of his peers to overcome them.
Regarding this reflection, he revealed that in the past his listening ability had been very bad because his former school had not focus on teaching listening
He found the e-portfolio practices interesting and helped him practice every day
Listening to e-portfolios inspired him to improve his English skills, despite his belief that he wasn't proficient yet He expressed a desire for additional e-portfolio exercises to practice at home Among the activities, he particularly enjoyed practice 4, which featured a beautiful song.
In the classroom, he displayed increased confidence when asked to present listening tasks at the board, feeling more comfortable sharing his ideas and no longer fearing mistakes This newfound self-assurance was reflected in his listening test results and GPA, which improved by 20% and 3.9%, respectively, highlighting significant advancements in his listening skills and language use.
The researcher also focused on Minh, a pleasant student with a moderate level of English proficiency He demonstrated greater enthusiasm than Huu, actively participating in classroom activities, including listening exercises.
Table 5 indicates that he consistently practiced English using e-portfolios and completed the exercises effectively He felt the volume of practice was adequate, with a gradual increase in difficulty Although he struggled with the final practice, the accuracy of the second-to-last practice was the lowest He noted that the variety of e-portfolio tasks kept him motivated and helped prevent boredom, even though he had to listen multiple times.
Specially, Minh‟s reflection is the most dedicated since he shared a lot of his feelings and experience after practicing English listening with e-portfolios
He significantly enhanced his listening skills by engaging with authentic online materials, including the song "Firework" and informative YouTube videos like "Climate Change Basics" and "Visit Podcast-Liverpool." These resources not only provided relaxation but also offered valuable information and practical English listening practice Additionally, he found numerous tasks mimicking the format of listening tests, which he considered more advanced than textbook exercises He expressed gratitude for e-portfolios that offered engaging and rewarding activities, contributing to his improved listening abilities.
Minh, an enthusiastic student known for actively sharing his ideas, faced challenges during listening tests in the past due to uncertainty about his answers However, this semester, he found the listening tests to be clearer and less daunting, allowing him to focus and complete them independently His newfound confidence in his listening skills paid off, as he excelled in the tests, improving his scores by 12.5% and raising his GPA by 4.8% compared to the previous semester.
Trang, an English student with strong skills, often struggled with classroom engagement, showing passivity and distraction during lessons Despite her tendency to chat and lack of willingness to share her ideas, she consistently excelled in listening and English tests, achieving high results.
Initially, she showed little interest in listening to e-portfolios, viewing them as time-consuming However, her enthusiasm grew significantly after completing practice 4, which she found engaging As a result, she became more attentive and dedicated in her subsequent practice sessions Additionally, it was noted that the level of difficulty increased from practice 6 onward.
8 She also found the Useful Language useful in her learning process
In her reflection, she expressed newfound excitement after engaging in listening practices with e-portfolios, which enhanced her vocabulary, knowledge, and skills These exercises revealed that her listening abilities were not as strong as she had anticipated Additionally, the opportunity to relax with various songs and videos, particularly in practice 4, sparked her interest significantly Overall, she concluded that the listening e-portfolio is an effective tool to motivate students in their English learning journey.