INTRODUCTION
Background to the study
Over the past few decades, different learning styles have garnered significant attention, influencing the teaching and learning process Identifying these learning styles aims to align teaching methods with individual learning preferences (Reid, 2005) As a result, assessment practices have evolved from merely evaluating students' ability to reproduce knowledge to measuring their capacity to creatively apply knowledge in diverse situations This shift reflects a broader understanding of the importance of catering to various learning styles in education (Reid, 2005).
Assessing students through diverse modalities is crucial for a comprehensive evaluation Activities such as drama, art, poetry, and creative writing are equally important in the assessment process, alongside traditional written assignments.
A student-centered approach to teaching emphasizes student responsibility and active participation in learning, moving away from traditional teacher-centered models To evaluate students more effectively, educators are incorporating alternative assessments alongside conventional methods Among these alternatives, e-portfolios have gained popularity in English language teaching, leveraging modern technology to assess all four language skills E-portfolios enable students to track their progress through self-assessment and peer assessment, fostering a deeper understanding of their learning journey.
English speaking skills are essential for students at all levels, as they enhance academic communication and overall language proficiency To foster these skills, students should be assessed through authentic, real-world conversations (Bachman & Palmer, 2010) Additionally, utilizing a portfolio can effectively track students' progress in knowledge, abilities, and attitudes throughout their learning journey.
Students can effectively track their academic progress through portfolios, which facilitate teacher feedback and actively engage students in the evaluation process Over the past two decades, the rise of high-tech gadgets has highlighted the numerous benefits of e-portfolios According to McMillan (2018), one significant advantage of electronic portfolios is their ability to incorporate multimedia elements, enhancing the learning experience (p.263).
Assessing speaking skills in junior high school presents a significant challenge for many teachers, particularly in Vietnam Traditional two to three-minute oral tests with native speakers often fail to capture the full extent of students' speaking abilities and progress Furthermore, assessment tools and criteria for evaluating speaking skills are rarely covered in textbooks, leaving teachers without adequate resources Despite efforts to bridge the gap between teaching and testing, such as the National Project 2020 and the establishment of VSTEP, many English teachers continue to struggle with effective assessment methods for their students.
At KDJHS, students in intensive English classes have only 90 minutes per week with native speakers, yet traditional teaching methods dominate, relying on a brief 5-minute oral test with prepared questions This approach fails to fully evaluate students' speaking skills, highlighting the necessity for alternative assessment methods Utilizing portfolios and e-portfolios can serve as effective tools for assessing students' speaking abilities, offering a more comprehensive evaluation.
As a teacher of English in a junior high school, the researcher notices that the
Sixth graders possess strong reading and writing skills, demonstrating good grammar and vocabulary; however, they often lack interest in speaking activities and are unfamiliar with the concept of "e-portfolio." The introduction of e-portfolio assessments presents a significant challenge that requires further exploration and development.
Statement of the problem
In Vietnam, English is widely taught across all educational levels, including primary, secondary, and upper secondary schools Educators prioritize grammar, reading, and writing skills to effectively prepare students for their exams.
Both institutional and national exams emphasize written structures and grammar, often neglecting practical English skills, particularly speaking This lack of focus on communicative competence is evident in Kim Dong Junior High School (KDJHS) and many other schools in Ho Chi Minh City, where the concept of "e-portfolio" is still relatively new, especially for improving and assessing speaking skills.
Recent studies on teaching English speaking skills in Vietnam have highlighted significant challenges in state schools, including large class sizes of 40 or more students, diverse cognitive abilities, and a lack of teaching aids These factors complicate the teaching of speaking skills, as larger classes lead to more mistakes that teachers must address, making it difficult to maintain discipline and control Additionally, many effective teaching methods and resources suitable for smaller classrooms are often impractical in larger settings.
Teaching speaking skills in large, diverse classrooms poses significant challenges for English teachers, particularly in Vietnamese junior high schools like KDJHS Effective speaking classes must be organized, adaptable, and enjoyable to cater to students' varying learning styles and aptitudes However, speaking practice is frequently overlooked in favor of grammar exercises, which dominate term test scores, leading to a neglect of essential speaking skills Integration of speaking with other language skills is essential for a well-rounded education.
Research on the use of portfolios, particularly e-portfolios, for assessing students' speaking skills remains limited, with most studies concentrating on writing skills For instance, a study by Mai Thu Duong, Nguyen Thi Kim Cuc, and Griffin (2011) validated the effectiveness of portfolio writing assessments in long-term projects Additionally, Tran Thi Que Nhi and Le Xuan Mai contributed to this field, highlighting the need for further exploration of e-portfolios in speaking assessment.
(2018) studied how to develop writing skills of 50 students of Grade 11 at a high school in Soc Trang province, Viet Nam by using portfolios of writing activities Another
Phung Van Huy (2016) explored the use of e-portfolios in a project-based English learning course at a public university in Vietnam This study aims to investigate the implementation of e-portfolios for enhancing and assessing English speaking skills in a junior high school setting in Vietnam.
Aims and objectives of the study
This study aims to explore junior high school students' perceptions of using e-portfolios for enhancing learning and assessing speaking skills in English as a Foreign Language (EFL) classes in Ho Chi Minh City, Vietnam The research specifically focuses on understanding how e-portfolios can impact students' learning experiences and their effectiveness in evaluating speaking proficiency.
• to explore the benefits and challenges of the use of e-portfolios for learning English speaking skills in EFL classes at Kim Dong Junior High School
• to explore the benefits and challenges of the use of e-portfolios for assessing English speaking skills in EFL classes at Kim Dong Junior High School.
Research questions
This study aims to answer the following two research questions:
1) What are the benefits and challenges of the use of e-portfolios for learning English speaking skills in EFL classes at Kim Dong Junior High School?
2) What are the benefits and challenges of the use of e-portfolios for assessing English speaking skills in EFL classes at Kim Dong Junior High School?
Scope of the study
This study examines the benefits and challenges of using e-portfolios for developing speaking skills among 6th graders, specifically focusing on two English intensive classes at Kim Dong Junior High School in Ho Chi Minh City, comprising 63 students from classes 6/7 and 6/8 Due to the complexities posed by the COVID-19 pandemic, the research was limited to these classes rather than including a broader sample of junior high students Utilizing a mixed methods design, the study incorporated questionnaires for quantitative data collection and interviews for qualitative insights.
Significance of the study
This study aims to explore the use of e-portfolios in teaching and evaluating English speaking skills, serving as a vital resource for the theory and practice of language assessment By examining the benefits and challenges of e-portfolios in English as a foreign language (EFL) contexts, the research seeks to enhance understanding of their implementation at the secondary school level The findings are expected to provide valuable insights for EFL teachers at KDJHS, facilitating a more effective integration of e-portfolios into their teaching practices Ultimately, this exploration aims to improve the quality of students' speaking skills and enhance the effectiveness of speaking activities.
Definitions of key terms
According to Bailey (2004), speaking is defined as the productive oral skill that involves producing systematic verbal utterances to convey meaning Speaking skills encompass fluency, which is the ability to respond coherently and link words and phrases smoothly with clear pronunciation, accuracy, which involves the correct use of vocabulary, grammar, and punctuation, and pronunciation, which refers to the phonological processes that shape how sounds and patterns are represented in a language This study explores the effectiveness of e-portfolios in learning and assessing these critical aspects of English speaking skills: fluency, accuracy, and pronunciation.
Assessment is a term that refers to the process of drawing conclusions or judging the qualifications and qualities of the learner based on information collected systematically (Bachman & Palmer, 2010)
A portfolio serves as a comprehensive archive of student-centered work, enabling teachers to assess students' efforts and progress in specific subjects This study references a literature review on portfolios, which provides a foundational basis for the development of the theory surrounding e-portfolios.
E-portfolio can be video clips easily recorded with cameras or mobile phones McMillan (2018) identifies electronic portfolio as “a digital collection of evidence, often stored and managed online” with “the purposes as a hard-copy file” (p 263)
This study explores how perception plays a crucial role in recognizing and comprehending the advantages, challenges, and issues associated with the use of e-portfolios in the learning and assessment of English speaking skills.
Organization of the thesis
This thesis consists of five major chapters, including:
Chapter 1 presents the general information of the thesis such as the background to the study, the statement of the problem, the aims and objectives of the study, the research questions, the scope of the study, the significance of the study along with the definitions of key terms as well as the organization of the thesis
Chapter 2 provides a lot of information about Teaching and learning English speaking skills, assessment of English speaking skills, using e-portfolios for learning and assessing English speaking skills Many previous studies with the same topic are also mentioned and discussed in this chapter Lastly, the study is summarized with the conceptual framework, in which the relationship between the aspects is shown connectedly
Chapter 3 shows how the research was planned and conducted, including the research design, the research site, the sample and sampling procedures, the research instruments, the data collection procedures, the data analysis procedures together with the reliability and validity
Chapter 4 describes the results of analysing the data collected through the questionnaire and the interviews In addition, the comparison and the contrast of this study’s results with the previous studies’ ones is also included
Chapter 5 gives an account of the findings of the research, focusing on the pedagogical implications, laying out the limitations of the research and stating some suggestions for further research
In addition to the 5 chapters, at the end of the thesis, the list of references and appendixes are provided
LITERATURE REVIEW
Teaching and learning English speaking skills
Speaking is a vital skill in both first and second languages, demanding as much focus as literacy skills, as it significantly influences one's societal standing As noted by Bygate (1987), "the teaching of speaking merits more thought." This section reviews various teaching methods and approaches, highlighting how the emphasis on teaching speaking has evolved over time.
The Grammar-Translation Method is ineffective for students aiming to enhance their speaking skills, as it lacks oral practice and fluency (Bailey, 2004, p.16) In contrast, the Audiolingual Method prioritizes fluency through activities like repeating teacher models and practicing memorized dialogues However, its rigidity limits creativity, leading to its decline in popularity Similarly, Suggestopedia and Total Physical Response focus on oral communication through repetition drills and role plays, yet they suffer from an over-reliance on relaxation techniques and physical actions, causing these methods to lose effectiveness after a few weeks (Brown & Lee).
Teaching speaking includes teaching pronunciation, giving learners opportunities to achieve fluency and accuracy in communication (Brown & Lee, 2015, p.346) Nunan (2015, p.54) synthesized five principles of teaching speaking as follows:
In second language and foreign learning contexts, the availability of opportunities for language use outside the classroom can significantly differ Effective speaking instruction must focus on enhancing both fluency and accuracy, providing students with ample practice To achieve this, pair and group work should be prioritized to maximize speaking opportunities while reducing teacher talk time Additionally, speaking tasks should help learners engage in meaning negotiation, a crucial skill in real-life interactions It is essential to integrate transactional language, which fosters social relationships, and interactional language, which aids in conveying specific messages, into the teaching process.
Speaking involves a complex process of producing speech, which includes four main components: formulation, conceptualization, articulation, and self-monitoring (Carter & Nunan, 2001) Formulation requires selecting appropriate words and phrases, while articulation relies on the motor control of articulatory organs such as the lips, tongue, and breath Effective speakers utilize self-monitoring to identify and correct errors in their expression, grammar, and pronunciation Consequently, developing speaking skills demands significant effort from students, who must employ various strategies in their learning process.
Assessment of English speaking skills
Testing is a crucial method used by teachers to collect data on students' knowledge, skills, and attitudes towards learning, forming the basis for assessment According to Brown & Abeywickrama (2010), testing is a subset of assessment that helps evaluate the effectiveness of teaching and learning It informs educators about the next steps in instruction and provides insights into students' learning levels Additionally, testing aids teachers in assessing the effectiveness of their teaching methods and highlights key areas for improvement For students, tests can foster a sense of achievement and clarify their understanding of what they know and what needs further review Feedback provided post-test is invaluable for students, enhancing their comprehension and learning journey.
10 they were unable to complete Standardized tests are instances of summative evaluation since they have these characteristics
Alternative assessment prioritizes individual student growth in learning over comparison with peers, highlighting strengths instead of weaknesses It also considers diverse learning styles, educational backgrounds, and varying levels of proficiency A key characteristic of alternative assessment is its formative nature, which supports ongoing development.
Table 2 1: Contrasting traditional and alternative assessment ( Brown & Abeywickrama
Standardized exams Continuous long-term assessment
Timed, multiple-choice format Untimed, open-ended responses
Decontextualized test items Contextualized communicative tasks Scores suffice for feedback Individualized feedback
Norm-referenced scores Criterion-referenced scores
Focus on discrete answers Open-ended, creative answers
Oriented to product Oriented to process
Non-interactive performance Interactive performance
Fosters extrinsic motivation Fosters intrinsic motivation
Traditional assessments, as highlighted in Table 2.1, are characterized by single, periodic tests that evaluate learners' abilities at specific moments, failing to reflect a child's overall development These assessments do not adequately address the unique challenges students face during testing and provide minimal insight into their strengths and weaknesses, often reducing feedback to mere scores Furthermore, traditional exams are typically individual efforts, lacking transparency in the evaluation process Most standardized tests primarily assess low-level cognitive skills, focusing on memory and recall rather than deeper understanding.
Alternative assessment differs from standard evaluation methods by requiring students to engage in real-life tasks, such as filling out application forms, making exchanges in stores, or booking flight tickets, thereby demonstrating their knowledge in practical situations.
Alternative assessment, as described by Richards and Renandya (2002), serves as a viable substitute for standardized testing, addressing its inherent issues Unlike traditional assessments that prioritize memorization, alternative assessment requires students to demonstrate their capabilities through integration and production of knowledge This approach aligns with curriculum standards and is rooted in real-world tasks, effectively highlighting students' strengths and weaknesses Moreover, it fosters essential skills such as decision-making and problem-solving, making the learning experience more authentic Additionally, it provides teachers with insights into the effectiveness of their courses, allowing for necessary adjustments to enhance educational quality.
Topping (2018) defined peer assessment as:
Peer assessment involves learners evaluating the quality of their peers' work and providing detailed feedback, fostering discussions to reach a mutually agreed outcome (Topping, 2018) Self-assessment, on the other hand, allows individuals to reflect on and assess their own performances or products (Topping, 2018) Overall, assessment is a comprehensive process that collects and analyzes evidence of students' growth in perception, skills, and attitudes, ultimately evaluating the effectiveness of teaching and learning (Race, 2001) Students can make informed assessment decisions on various forms of their work, including essays, presentations, and projects (Race, 2001).
Topping (2018, p.2) stated that “all can benefit, including assessors as well as assessees, irrespective of age, ability or disability” As Race (2001, p.7) and Topping
Assessment is crucial for students, instructors, managers, and scientists as it allows students to showcase their cognitive abilities through memorization, summarization, generalization, systematization, and application It enables them to evaluate their mastery of learning tasks, track their progress, adjust their study strategies, and demonstrate their commitment to success For teachers, assessment aids in classifying students, providing targeted support, and evaluating the effectiveness of their teaching methods, facilitating necessary adjustments based on student learning outcomes Additionally, administrators can leverage students' learning outcomes to gauge the quality of education, enhance teaching content, and ensure the availability of appropriate facilities.
For researchers, understanding learners' outcomes is crucial for scientific inquiry Assessment plays an essential role in the teaching process, as it aids in student progress by providing constructive feedback that highlights areas of improvement and identifies weaknesses Effective assessments should motivate students, ensuring they feel safe and encouraged to strive for their goals Continuous assessment throughout the teaching-learning process allows students to track their progress and compare it against their individual learning objectives Additionally, evaluation is a collaborative process where students assess not only their own performance but also that of their peers and instructors, fostering self-reflection and personal growth Finally, assessments must be accurate and objective, clearly indicating how well students have met established goals and standards, enabling teachers to understand students' mastery of the material after each learning period.
Assessing both product and process can significantly improve students' comprehension of the alignment or discrepancies between them, as well as expose them to diverse learning methods beyond their personal experiences (Topping, 2018, p.17).
Peer and self-assessment are vital components of the learning process, provided they are carefully designed to maximize their potential (Brown H D., 2003, p.276) To be effective, students should be informed about the assessment's purpose, and clear guidelines should be established Emphasizing positive feedback initially can alleviate reviewers' anxieties and facilitate the acceptance of constructive criticism Additionally, students should recognize that peer review enhances their learning experience, fostering ownership, accountability, and motivation Teachers play a crucial role in demonstrating how supportive interactions can promote diversity, socialization, and empathy It's essential for educators to consider social dynamics, as thoughtful planning can mitigate negative social issues while helping students develop valuable communication, negotiation, and teamwork skills While peer assessment is not a replacement for instructor evaluations, it highlights the need for alternative assessment methods, such as portfolios, which offer significant advantages and address the limitations of traditional evaluation forms.
2.2.4 Types and characteristics of a speaking test
Assessing speaking is often regarded as the most challenging aspect of language evaluation, primarily due to the influence of test takers' and interlocutors' characteristics, the objectives of the assessment, and the need for a valid and consistent scoring system (Coombe, Davidson, O'Sullivan, & Stoynoff, 2012) To effectively evaluate this productive skill, which can be directly observed (Brown & Abeywickrama, 2010), test developers must design specific oral prompts that encourage adequate responses and implement appropriate scoring procedures.
Brown and Abeywickrama (2010) also point out some different designs for each basic type of speaking, which are Imitative speaking, Intensive (controlled) speaking,
To ensure the effectiveness of a spoken test, it must embody several key qualities: Firstly, it should be valid, aligning closely with the learning outcomes of the lessons Secondly, reliability is crucial, meaning the test consistently measures student performance at the appropriate level and length, yielding similar results across different testing scenarios Thirdly, authenticity is essential, as the test should reflect real-world language use, incorporating tasks that test-takers are likely to encounter outside the testing environment Additionally, the test should engage students with interesting and challenging topics that spark curiosity and inspiration Lastly, it should be structured to allow learners to clearly identify their strengths and weaknesses in speaking skills, enabling teachers to provide constructive feedback for future improvement.
Portfolios and E-portfolios
A portfolio is a purposeful collection of student work that showcases their efforts, progress, and achievements in specific areas (Genesee & Upshur, 1966, as cited in Brown & Abeywickrama, 2010) It includes collaborative projects where students demonstrate their development through the products created with their peers Additionally, portfolios serve as a valuable tool for teachers to assess student-oriented work and track progress in various subjects (Nasab, 2015).
Portfolios are classified into two main categories: documentation and growth, encompassing various forms of work such as essays, compositions, poetry, book reviews, artwork, and multimedia recordings of student presentations (Brown & Lee, 2015; McMillan).
Documentation: Celebration: displays their best work to the teacher or to the school
The best projects and top exam results reflect students' competence in achieving their learning objectives, which can be assessed through various forms such as reports and presentation outlines Additionally, a project serves as a demonstration of a student's ability to complete a specific task, exemplified by recordings of presentations and practical demonstrations.
Portfolios serve as a powerful tool for showcasing student growth and achievements by encompassing a range of works, such as poetry, creative prose, and various essay drafts By thoughtfully compiling their creations alongside self-reflections and assessments from teachers, students can effectively illustrate their development This approach aligns with contemporary language assessment trends, incorporating valuable feedback through comments, evaluations, and checklists.
The characteristics of portfolios have been extensively studied, with key attributes identified by various researchers (Al-Mahrooqi et al., 2017; Brown, 2003; Phung Van Huy, 2016; Huang, 2012) According to Brown (2003), portfolios encompass six essential elements: collecting, where students have the freedom to choose activities that align with their goals; reflecting, which involves completing journals and learning from peers' mistakes; assessing, where both teachers and students provide feedback on recordings over time; documenting, showcasing students' achievements; linking, fostering connections among students, teachers, parents, peers, and the community; and evaluating, which encompasses the overall assessment of the portfolio.
(the progress of students is recognized in spite of its being time-consuming)
Hamp-Lyons (2000) identifies nine essential characteristics for an effective portfolio Firstly, a portfolio should contain multiple products across various categories, targeting diverse audiences on different occasions, allowing readers to gain a broader understanding of the writer Secondly, it should showcase a range of abilities, reflecting the opportunities provided by the curriculum Lastly, the richness of context is crucial; the portfolio's contents should be informed by the specific learning environments, incorporating the writer's personal experiences.
A speaking portfolio enhances student learning by allowing for delayed evaluation, enabling revisions until the best work is achieved It empowers students to select topics that reflect their personality and creativity, helping them identify their strengths and weaknesses While teachers guide the process, students retain control, fostering autonomy in choosing and refining their work The portfolio encourages reflection and self-assessment, as students learn from their own and peers' feedback, which boosts their self-confidence and reduces language anxiety, ultimately enhancing their language achievement Additionally, portfolios serve as a measurable tool for tracking student progress over time, providing valuable insights into their development.
In today's digital age, also referred to as technology age 4.0, the rapid advancement of technology has transformed everyday life, making it more convenient and efficient through the use of machines and artificial intelligence This shift presents challenges as individuals must continuously adapt to keep pace with these developments Traditional paper-based portfolios are now being replaced by electronic portfolios, which serve as effective collections of students' learning progress These digital portfolios consist of various digitized materials, including illustrations and written content, showcasing the work of individuals, groups, or organizations.
An e-portfolio is defined as a collection of multimedia documents that can be accessed via the Web or electronic devices like CD-ROMs or DVDs (Lozenro & Ittelson, 2005) It is described as a product created by the learner, showcasing a variety of digital artifacts that reflect their experiences, achievements, and learning (Gray, 2008) Additionally, it serves as a purposeful aggregation of digital items—such as ideas, evidence, reflections, and feedback—that collectively demonstrate an individual's learning and abilities to a specific audience (Gray).
An e-portfolio is a digital collection of evidence that can include easily recorded video clips from cameras or mobile phones, serving similar purposes as traditional hard-copy files (McMillan, 2018).
E-portfolios share the same advantages of a portfolio as mentioned above but one obvious advantage is that “it encourages and makes possible the use of multimedia elements” (McMillan, 2018, p 263) Students are highly motivated by this feature, which promotes the use of original materials that showcase the distinctive voices of the students Students have more ownership and have more chances to improve their efficiency and self-worth By including links to websites, videos, other students' work, voice recordings, photos, blogs, audio recordings, and scanned documents, as well as the capability to compile evidence from a variety of sources, you can attract students in ways that are challenging to accomplish with conventional portfolio-based paper Hyperlinks can be used to quickly access additional documents Students may store, screen, and reuse evidence Moreover, “users can hold, organise and reorder contents easily and quickly Being able to go back and re-work various components of the portfolio is a significant advantage of electronic portfolios” (Mason, Pegler, & Weller,
E-portfolios enhance student engagement by allowing them to integrate, analyze, and collaboratively edit their work, making learning more interactive and effective (Beckers, Dolmans, & Merriënboer, 2016) They motivate students by providing an attractive and easily accessible platform for showcasing their products, which is challenging with traditional paper-based portfolios Additionally, e-portfolios enable the efficient and secure storage of large amounts of data, organized in meaningful ways When used effectively, digital portfolios encourage students to actively participate in real-world learning experiences and express their individuality.
Digital portfolios allow students to express their creativity and individuality, combining their unique styles and personalities Unlike traditional hard copy portfolios, digital versions are easily accessible and can be shared effortlessly, making them available anytime and anywhere This accessibility enhances parental involvement in students' work, leading to a deeper understanding of their learning and achievements (McMillan, 2018, p.263) As noted by Shroff (2013, p.144) in Chaudhuri & Cabau (2017, p.6), this innovative approach to showcasing student progress fosters a more engaging educational experience.
An e-portfolio serves as a valuable resource for enhancing learning by facilitating the assembly process, fostering critical thinking, and improving subject knowledge It allows students to document their educational achievements for personal reference while enabling long-term, authentic assessments through self-evaluation and reflection Additionally, e-portfolios provide tangible evidence of ongoing personal and academic development.
E-portfolios offer significant advantages over traditional portfolios by alleviating time constraints and providing students with valuable opportunities to enhance their speaking skills However, they raise concerns among parents due to the increased screen time required for young learners Additionally, both teachers and students must possess adequate IT knowledge and technical support to effectively utilize e-portfolios, as highlighted by McMillan (2018), who emphasizes the necessity of sufficient hardware, online access, and competence in computer-based information management.
Several studies investigating e-portfolio have been carried out and e-porfolio has been shown a useful pedagogical tool in assessment (Mason, Pegler, & Weller, 2004; Wuetherick & Dickinson, 2015; Gerbic, Lewis, & Amin, 2011; McMillan, 2018).
Using Portfolios for teaching, learning and assessing English speaking skills
When comparing e-portfolios and achievement tests in speaking, e-portfolios offer students the opportunity to excel in subsequent tasks even if they struggle initially However, challenges such as tight schedules and the need for frequent Internet access to gather information and upload work can hinder students' progress Despite these difficulties, the benefits of e-portfolios significantly surpass their drawbacks, making them a valuable tool for assessment and learning.
Assessment methods like e-portfolios provide students with valuable insights into their mistakes and enhance their speaking skills Recognized as a viable alternative to standardized testing, e-portfolios address many issues associated with traditional assessments They demonstrate high validity and authenticity by evaluating real-life performance, ultimately leading to positive educational outcomes (Macias, 2002, pp 339-340).
Alternative assessment differs from traditional testing by emphasizing students' ability to demonstrate their skills and knowledge Rather than merely recalling information, this approach allows educators to evaluate how well students can integrate concepts and create original work.
Alternative assessments in classroom activities align with curriculum requirements and provide insights into students' strengths and weaknesses These assessments are based on real tasks, ensuring their reliability, as highlighted by Wilde, Del Vecchio, and Gustke (in press), as referenced in Macias.
In 2002, it was emphasized that assessments should align with learning outcomes through a diverse range of tasks, well-defined criteria, and regular monitoring The e-portfolio is designed to seamlessly integrate into the curriculum, requiring minimal adjustments to existing classroom routines and daily activities, making its implementation both easy and practical.
2.4.1 Benefits and challenges of using portfolios in learning and assessing
Research indicates that portfolios and e-portfolios provide significant benefits as an alternative assessment method, emphasizing intrinsic motivation, responsibility, and ownership among students (Brown & Abeywickrama, 2010; McMillan, 2018; Phung Van Huy, 2016) By reflecting on their recordings, students gain valuable insights from their mistakes, which can positively impact team performance and drive them to excel during sessions As McMillan notes, motivation increases when students recognize the connection between their efforts and achievements, allowing them to take greater control over their learning journey.
Portfolios enhance the interaction between teachers and students, with teachers acting as facilitators in the learning process While students have the autonomy to select their performance themes, they benefit significantly from the guidance and insights provided by their teachers According to McMillan (2018), effective assessment occurs through collaboration, as students gain valuable insights not only from self-reflection but also from peer reviews and teacher feedback.
Portfolios personalize learning and highlight each student's uniqueness, as they contain individualized materials that facilitate tailored assessment (McMillan, 2018) By showcasing their distinct learning styles and achievements, students can express their individuality Additionally, portfolios promote reflection, self-evaluation, and revision, helping students become accustomed to constructive criticism through peer feedback This process fosters critical thinking and encourages active engagement in self-assessment, making students integral to their evaluation Ultimately, students learn the importance of setting goals for further learning, recognizing that self-evaluation is key to their self-improvement journey.
Portfolios foster collaborative opportunities among students, as they work in groups towards a shared objective, emphasizing the importance of teamwork Through the portfolio process, students can repeatedly review and enhance their recordings, allowing them to track their progress and achieve optimal results Consequently, portfolios are recognized as an effective tool for learner-centered evaluation in online courses (Mason, Pegler, & Weller).
2004), as well as a platform for formative and summative student assessment (Lam & Lee, 2010), as mentioned in a study by Wuetherick and Dickinson (2015)
While much of the existing literature highlights the benefits of portfolios in English Language Teaching (ELT), it also addresses significant drawbacks, particularly the issue of time constraints that educators frequently encounter.
“Regarding practicality, which can be anatomized into time, cost, effort and
The implementation of performance assessment (PA) in education faces significant challenges, including time consumption for both teachers and students, as highlighted by Huy Van Phung (2016) Students invest considerable time in discussions, recordings, edits, and assessments, making the process demanding Moreover, achieving reliable scoring and clear assessment criteria proves difficult (McMillan, 2018) A notable issue is the insufficient language skills among peers to provide meaningful feedback, suggesting a need for enhanced training in critical thinking and public speaking (Huang, 2012) Ekbatani (2000) emphasizes the potential subjectivity in grading portfolios, indicating that additional training is essential for educators to implement portfolio assessments effectively.
2018, p 307) Teachers would spend considerable time setting the criteria, grading fairly to avoid the risk of bias
2.4.2 Steps and framework for learning speaking skills with e-portfolios
The Conversational Framework outlines the roles of teachers and learners based on key learning theories, allowing for the alignment of teaching activities with learning cycles This study's e-portfolio learning framework is derived from Laurillard's (2012) model but has been simplified for clarity.
Step 1: The teacher introduced students to the concept of e-portfolio for learning
Step 2: While the teacher was providing the activities to explore the e-portfolio platform, the students commented and asked questions they might have
Step 3: The students practiced individually or in groups using they personal e-portfolio according to their own interest to get used to the implementation of the e-portfolio
Step 4: The teacher adapted the learning environment to promote student’s conceptualization
Step 5: The teacher presented the task/goal with clear instructions on the required output
Step 6: The student adapted their work and chose the best from activities to be published
Step 7: The students posted their learning evidence on the e-portfolio platform as well as viewed their peers’ products
Figure 2 1: A framework for Using E-portfolio for Learning Speaking adapted from Laurillard (2012)
The e-portfolio assessment framework is based on Delett's (2001) portfolio design principles To ensure successful implementation of both traditional portfolios and e-portfolios, specific steps must be followed.
Figure 2 2: A framework for E-portfolio Assessment adapted from Delett (2001)
Step 1: Set the purpose of the assessment
The e-portfolio serves as a vital tool for both teachers and students, targeting an audience that includes educators, peers, and potential employers It should encompass key information such as academic achievements, project work, and reflections on learning experiences The significance of the e-portfolio lies in its ability to enhance learning by promoting self-assessment and showcasing skills Essential skills evaluated through the e-portfolio include critical thinking, creativity, and digital literacy Evaluation criteria typically focus on content quality, organization, and presentation, ensuring a comprehensive assessment of the learner's capabilities.
Step 2: Determine the objectives of the e-portfolio
Teachers and students collaborate to determine the focus of the e-portfolio, using the language resources from each Achievers 6 module as a foundation for outcomes The teacher's instructional focus and the students' needs play a crucial role in shaping these outcomes This process involves setting assessment criteria and aligning classroom tasks with the e-portfolio objectives By discussing outcomes in advance, teachers and students can establish appropriate rubrics or rating scales for the portfolio, as noted by Delett (2001).
Previous studies
Recent research on e-portfolios has primarily concentrated on their application in teaching and assessing English as a Foreign Language (EFL) A study by Mason, Pegler, and Weller (2004) explored the diverse uses of e-portfolios in educational contexts, highlighting their distinctive features and effectiveness as assessment tools Participants in the Learning in the Connected Economy (LCE) program, part of a Master's Degree in Online and Distance Education at The Open University, included 45 students from 16 countries In a web questionnaire and phone interviews, students reflected on eight pieces of work, and the analysis of these reflections revealed significant insights into the effectiveness of e-portfolios in education.
E-portfolios are an effective assessment model for courses focused on learning objects, particularly those involving multimedia They illustrate the structure of activity-based learning objects and promote independence in lifelong learners, enhancing their ability to learn how to learn.
Huang and Hung (2010) investigated the impact of electronic portfolios on language quantity, lexical richness, and syntactic complexity in EFL college students' oral performance during English conversation classes The study involved thirty junior English majors from a Taiwanese university, who underwent pre- and post-tests, utilized electronic portfolios, and completed an attitude questionnaire The results suggested that promoting e-portfolio use could enhance students' speaking abilities Additionally, Huang and Hung explored EFL students' perceptions of electronic portfolios as tools for recording and assessing their speaking performance, aiming to connect e-portfolio instruction with evaluation methods in the literature and provide EFL teachers with an alternative assessment instrument Similarly, Yastibas (2015) examined the practicality of e-portfolios in assessment, highlighting that e-portfolio-based evaluation encourages active student engagement and self-regulated learning, allowing students to identify strengths and weaknesses while motivating them to monitor their academic progress.
In 2015, Yastibas and Cepik conducted a study to explore teachers' perspectives on the use of e-portfolios in speaking classes The research involved twelve EFL instructors from a private institution in Turkey, comprising five males and seven females, with only six being native English speakers All participants were familiar with the process of submitting an electronic speaking portfolio.
A small-scale qualitative study involving four listening and speaking teachers revealed that the use of electronic speaking portfolios significantly enhances various aspects of language learning Key findings indicate that utilizing the target language outside the classroom, engaging in self-evaluation and self-reflection, and developing both language and social skills through peer collaboration are all positively influenced by e-portfolios Additionally, teachers' attitudes towards these tools are notably favorable, highlighting their effectiveness in fostering language proficiency.
Srikaew, Tangdhanakanond, and Kanjanawasee (2015) investigated the components and processes involved in assessing English speaking skills through portfolios for sixth-grade students Their research included interviews with nine experts in English language education and a review of relevant literature, employing content analysis for data evaluation Findings revealed that the portfolio consists of three main components: Introduction, Contents, and Assessment Criteria, organized within a seven-step procedure: planning, student preparation, evidence gathering, progress monitoring, performance improvement, reflection, and displaying works Various assignments, such as interviews, oral presentations, storytelling, and picture descriptions, were utilized, with an analytical rating scale assessing vocabulary, grammar, cohesiveness, pronunciation, ideational function, and fluency.
Cheishvili (2018) conducted a study to evaluate the effectiveness of electronic speaking portfolios as a formative assessment tool for fourth-graders at the British-Georgian Academy in Tbilisi, Georgia, during the 2017–2018 school year The participants, ranging from basic to A2 level in English proficiency, provided data over two semesters, ensuring the experiment's validity through quantitative analysis The findings indicate that speaking e-portfolios significantly enhanced students' fluency and vocabulary, particularly at intermediate and advanced speaking levels, with strong support from language teachers for their use in foreign language instruction.
Besides, despite the small scale qualitative study with only six final year undergraduate students, Thang, Lee, & Zulkifli (2012, p.279) believed that their study
The study aims to significantly enhance understanding of e-portfolio systems in Malaysian universities by examining their effectiveness It specifically focuses on evaluating the impact of a class project on students' development of computer and language learning skills.
Vietnamese researchers have explored the impact of E-portfolios, notably in a 2010 study by Nguyen Thi Thu Ha, which examined how implementing literary portfolios influenced the self-expression of 24 senior students in both written and spoken English The study utilized qualitative methods, including the researcher’s notes, student perspectives, and a collection of their work Findings revealed that students gained confidence in their thinking and communication abilities, while instructors obtained valuable insights into student performance, enabling them to adjust their teaching strategies effectively.
In 2010, Nguyen Thi Huyen Trang conducted a study to assess the effectiveness of portfolio implementation in enhancing writing skills among tenth graders at Dien Chau 4 High School The study involved a sample of 35 students from class 10C5, which the researcher had previously taught By comparing pre-test and post-test scores, along with analyzing qualitative reflections, the findings revealed significant improvements in various writing skill elements, including vocabulary, creativity, grammar, organization, and writing speed Additionally, the use of portfolios not only increased students' enjoyment of writing activities but also fostered a positive attitude towards writing and self-regulated learning.
A study by Nguyen Thi Hanh (2012) examined teachers' attitudes toward e-portfolios and their impact on students' motivation and proficiency in learning English The research involved thirty-eight 9th grade students from the top class at Nam Hai Lower Secondary School Data was collected using three main instruments: questionnaires, students' portfolios, and interviews.
In conclusion, implementing the program within the learning context is beneficial for both students and teachers, as it significantly boosts motivation and facilitates progress in mastering the subject.
In a study conducted by Nguyen Thi Nhung in 2014, the impact of portfolio creation on students' self-reflection and work quality was examined The research involved third-year Fast Track students from the University of Languages and International Studies (ULIS) at Vietnam National University, focusing on those enrolled in the English Language Teacher Education program during the 2005-2006 academic year Utilizing a multiple-case-study methodology, data was collected through interviews and document analysis The findings revealed that constructive feedback from teachers and peers, along with the students' own self-correction efforts, led to significant improvements in their work.
A study by Tran Thi Que Nhi and Le Xuan Mai (2018) explored the advantages of Facebook-based e-portfolios for teaching EFL/ESL writing in high schools, involving fifty 11th-grade students from Soc Trang, Vietnam Over six weeks, students engaged in writing within Facebook close-typed groups, leading to the collection of both quantitative and qualitative data through a questionnaire and semi-structured interviews The findings revealed that the use of Facebook posed no significant challenges and was beneficial in enhancing student engagement, feedback, inspiration, and self-confidence across various writing skills.
A study by Pham Thi Phuong (2019) investigated the effectiveness of pair-based writing portfolios in enhancing students' essay writing skills The research involved three groups of students: Group A, with 31 students (30 girls and 1 boy), Group B, consisting of 29 female students, and Group C, made up of 31 students (29 girls and 2 boys) who created individual portfolios in pairs over a 12-week English module The study utilized Pre-test and Post-test scores from the 2018 IELTS exam to assess the impact of portfolios on essay writing skills, along with interviews to gain insights into students' experiences and perceptions of their writing progress The findings indicated that writing portfolios not only improved students' writing skills but also fostered greater interest and autonomy in their learning.
Conceptual framework
This conceptual framework outlines the relationship between key concepts in teaching speaking, emphasizing the importance of fluency and accuracy To effectively assess speaking skills, a combination of traditional and alternative testing methods should be employed The use of e-portfolios, which serve as digital portfolios with enhanced advantages, is highlighted as a valuable tool In this study, e-portfolios are particularly relevant for both learning and assessing English speaking skills.
Figure 2.5 Conceptual framework of the study
In Vietnam, the application of speaking e-portfolios is still limited, making it essential to explore students' perceptions to assess the project's feasibility Research by Brown & Abeywickrama (2010), McMillan (2018), and Phung Van Huy (2016) highlights the benefits of e-portfolios in education, including increased motivation, enhanced language use, and improved speaking skills.
E-PORTFOLIOS USED IN LEARNING AND ASSESSING SPEAKING SKILLS
• Developing other skills (critical thinking, discussion, searching, decision-making)
The Use of E-Portfolios for
The Use of E-Portfolios for Assessing English Speaking Skills
• Challenges related to the content of e-portfolios
• Challenges related to time allocation
• Challenges related to technology / software
• Challenges related to preparation for e-portfolios
• Challenges related to teacher’s knowledge, instruction and attitudes
The framework highlights key issues associated with e-portfolios, such as content management, time allocation, technology requirements, preparation, and the instructor's knowledge and attitudes (McMillan, 2018; Huang, 2012; Ekbatani, 2000) While e-portfolios offer benefits in assessment, they also present challenges, including time constraints and the need for adequate peer feedback (Macias, 2002) Despite these challenges, e-portfolios encourage self-assessment and peer assessment, fostering greater responsibility and motivation among students.
Chapter summary
Portfolio and e-portfolio methods enhance students' autonomy and reflective skills in speaking learning and assessment However, this chapter also addresses the various challenges these tools encounter.
METHODOLOGY
Introduction
This study aimed to explore students' perspectives on speaking e-portfolios at Kim Dong Junior High School in District 5, Ho Chi Minh City It addresses the reliability and validity of the research, along with details about the participants, tools, data collection, and analysis methods used The research sought to answer specific questions regarding these perspectives.
1) What are the benefits and challenges of the use of e-portfolios for learning English speaking skills in EFL classes at Kim Dong Junior High School?
2) What are the benefits and challenges of the use of e-portfolios for assessing English speaking skills in EFL classes at Kim Dong Junior High School?
Research design
This study utilized a mixed-method design, incorporating both qualitative and quantitative approaches This combination leverages the strengths of each method while addressing their limitations, ultimately leading to a deeper understanding of the research problem and providing a comprehensive insight into the phenomena being studied (Creswell J., 2012).
Creswell (2012) highlights the benefits of both qualitative and quantitative research methods, noting that quantitative data effectively illustrates trends and elucidates the reasons behind certain occurrences Researchers can apply statistical analysis to assess the general patterns in participant responses and observe variations among different groups In contrast, qualitative research employs text analysis to explore issues in depth, fostering a comprehensive understanding of specific phenomena.
This article offers a detailed exploration of participants' experiences regarding a specific research issue within real-life contexts Utilizing qualitative methods enhances the validity of the research questionnaire (Hesse-Biber, 2010) To collect both quantitative and qualitative data, the study employed a combination of closed-ended questionnaires and semi-structured interviews.
Research site
The study was conducted at Kim Dong Secondary School (KDJHS), located at 503 Phan Van Tri Street, District 5, which has evolved significantly over the years, establishing its presence in the local education sector due to the dedicated efforts of its staff The school primarily serves Chinese-Vietnamese students from the Hoa Binh market area, who generally show limited interest in learning foreign languages, resulting in an average level of English proficiency compared to peers in the district During the 2021-2022 academic year, KDJHS enrolled 1,839 students across Grades 6 to 9, with Grade 6 experiencing a decline to 228 students, the lowest in five years, attributed to the COVID-19 pandemic and ongoing construction at the school Grade 6 features both normal and intensive English classes; the former follows the new "I-learn Smart World" curriculum, while the latter incorporates an additional textbook, "Achievers 6." Intensive English classes offer two periods of speaking with foreign teachers and three periods focusing on grammar, reading comprehension, listening, and writing skills with Vietnamese teachers However, with class sizes of 35-40 students, each student receives only about two and a half minutes of speaking practice per week, highlighting the need for enhanced speaking opportunities.
The lack of evaluation for speaking skills in midterm and final exams has led to insufficient focus on their development and assessment Additionally, both students and teachers have not received adequate training in assessing speaking skills Consequently, it is essential to prioritize and enhance the teaching, learning, and evaluation of speaking skills to ensure effective communication proficiency.
36 to better the students' speaking and communication ability to achieve the purpose of foreign language learning, which is to communicate effectively in study, work and life.
Sample and sampling procedures
This study explored the effectiveness of e-portfolios in enhancing English speaking skills among 63 sixth-grade students, comprising 34 males and 29 females, aged 11-12, from Kim Dong Secondary School in District 5 Utilizing convenience sampling, the researcher selected participants from two classes where they taught intensifying English courses, ensuring a deeper understanding of the learners This method was chosen for its efficiency in saving time and costs, as participants were easily accessible, available at specified times, and willing to engage in the research survey Detailed demographic information about the participants is presented in Table 3.1.
4 Time of using e-portfolio 14 weeks 63 100
Research instruments
This study utilized a mixed-method design, incorporating both quantitative and qualitative approaches to enhance its trustworthiness The research instruments employed included a questionnaire and semi-structured interviews.
The researcher conducted a survey with students, utilizing closed-ended questions to assess their perceptions of using an electronic portfolio for learning and evaluating speaking skills The questionnaire was employed for several key reasons.
37 the study tools First, the most common method for collecting data for research is the questionnaire, particularly in the sector of education Second, according to Creswell
In 2012, a questionnaire was effectively utilized to collect data from a diverse range of participants, including those in large classes The design of the questionnaire was primarily based on the Likert scale format, which allowed for structured responses The statements included in the questionnaire were derived from the research questions and supported by relevant literature.
The survey questionnaire, adapted from Yazici & Uçar (2021), was initially created in English and then translated into Vietnamese to ensure clarity for participants It began with an introduction outlining the survey's aims and included a thank-you message to express appreciation for the participants’ input The questionnaire comprised three main parts with a total of 56 items Part 1 included four sections where students provided general information such as gender, age, duration of English learning, and e-portfolio usage In Part 2, participants responded to 36 items using a four-point Likert scale, ranging from "1" for "Strongly disagree" to "4" for "Strongly agree," to evaluate how electronic portfolios could enhance their English speaking skills Part 3 contained 20 similar items, where students again selected responses on the same four-point Likert scale.
3.5.2 Semi-structured interviews with students
The semi-structured interview was conducted to gather qualitative data, focusing on students' experiences with the e-portfolio This method allows the interviewer to pose targeted questions, facilitating the extraction of detailed information (Creswell J.).
The core objective of the interview is to explore the experiences and behaviors of interviewees concerning the research topics (Seidman, 2006) The questions posed to students were meticulously crafted based on the constructs of the research questions and relevant literature This ten-question interview specifically targeted the utilization of e-portfolios by students in enhancing their English speaking skills.
38 and their assessment of speaking skills in their courses, their recommendations in order to develop the e-portfolio successfully
In summary, this study utilized questionnaires and interviews as data collection methods to obtain both quantitative and qualitative insights, addressing the two research questions effectively.
Data Collection Procedures
As mentioned above, two instruments were employed including the questionnaire and semi-structured interviews to collect data to address the two research questions of the study
3.6.1 The implementation of e-portfolios for learning and assessing English speaking skills
In the second semester of the 2021-2022 school year, from February to June 2022, portfolios were implemented to enhance speaking skills, with teachers dedicating two periods per unit to this goal The instructional approach followed a three-stage lesson plan, incorporating Pre-, While-, and Post-Speaking activities The Post-Speaking phase served as a guide for students on how to create their e-portfolios The e-portfolio process was adapted from Delett's (2001) framework, demonstrating its application in teaching and assessing speaking skills, while outlining the requirements for students to successfully complete their e-portfolios.
Step 1: Set the purpose of the assessment
The teacher and students engage with e-portfolios featuring recorded clips uploaded to a Padlet account, allowing everyone to view and comment on each other's work.
Step 2: Determine the objectives of the e-portfolio
The teacher engaged students in small groups to discuss the objectives of the e-portfolio and select corresponding activities For instance, in Unit 6 of Achievers 6, which focuses on Childhood, students aim to articulate past events using the Past Simple tense and relevant time expressions The initial entry of the e-portfolio requires students to narrate a story in Past Simple, while the second entry involves acting out a dialogue.
Suggestion – making structures and the third entry is to make presentations about the students’ favorite game/ gadget using the vocabulary of the topic
Step 3: Determine Organization of the e-portfolio
The organization of the e-portfolio was outlined, with teachers and students agreeing on key aspects such as the duration of each video clip, which should not exceed one minute They selected Padlet as the platform for storing these clips The e-portfolio will consist of video clips captured on mobile devices and shared within a group for teachers, students, and others to view and provide feedback.
Step 4: Monitor the e-portfolio process
Students created and recorded video content, initially submitting a draft for team review After editing, they selected their preferred version within three days, following a structured plan Throughout this process, the teacher provided immediate feedback and observations to enhance their work.
Step 5: Evaluate the e-Portfolio Process
After launching the best versions of each group's e-portfolios, the teacher and students evaluated whether they met the established criteria and assessed student progress using specific rubrics (see Appendix A) This process allowed the teacher to identify individual strengths and weaknesses, providing valuable insights for future projects while also grading the products Ultimately, students reflected on the entire e-portfolio process by writing a reflection paper (see Appendix G).
E-portfolios significantly influence final course scores, contributing 60% to the assessment of speaking skills Detailed insights into the teaching, learning, and evaluation process of speaking skills through e-portfolios can be found in Table 3.2.
Table 3 2: Implementation of e-portfolios in teaching and learning English speaking skills
WEEK UNIT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1 -2 UNIT 5 Teach language materials of Unit 5
-Introduce E-portfolio (the objects, the procedure, the criteria)
-Instruct how to use Padlet
-divide each class into 5 groups of six
3-4 UNIT 6 Teach language materials of Unit 6
Introduce Activity 1: Storytelling, based on 5/p.57 + 6/p.68
-Observe, give feedback, deadline reminder
-Prepare the story -Record and upload on Padlet (individual)
-Watch and give comments on teammates’ work
5-6 UNIT 7 Teach language materials of Unit 7
-Ask 2 representatives of each group to perform in class (recorded) -Complete the grading sheet
2 representatives of each group perform in class (recorded)
7-8 UNIT 8 Teach language materials of Unit 8
Introduce Activity 2: Role playing, based on 3/p.79 + 6/p.90
-Observe, give feedback, deadline reminder
-Prepare the dialogue about a survival weekend
-Record and upload on Padlet
(10 groups of three) -Watch and give comments on teammates’ work
9-10 UNIT 9 Teach language materials of Unit 9
-Ask 5 out of 10 groups to perform in class (recorded) -Complete the grading sheet
5 groups perform in class (recorded)
11 REVIEW Introduce Activity 3: Presentation, based on 5/p.95 + 6/p.101 -Observe, give feedback, deadline reminder
-Prepare the presentation about their favourite Game/Gadget -Record and upload on Padlet
(5 groups) -Watch and give comments on teammates’ work
12 REVIEW -Each group performs their presentation (recorded) -Complete the grading sheet
Group presentation Ask the presenters some follow-up questions Peer feedback
In June, a questionnaire adapted from Yazici & Uçar (2021) was administered to 63 students after 14 weeks of e-portfolio implementation, following the completion of their speaking e-portfolio entries to ensure reliable feedback Due to the students' busy schedules, arranging 30-minute sessions for instructions on completing the questionnaire took some time Ultimately, the students spent 20 minutes on the survey, resulting in the submission of 63 completed questionnaires The researcher then organized the collected data into a table for subsequent analysis.
All interview questions were translated into Vietnamese to ensure students could easily comprehend them Subsequently, the questions and answers were translated back into English for data presentation Clear instructions were given to students to maintain the quality of the interview process.
Interviews were conducted with 10 students from two classes during optimal break times—morning, noon, and afternoon—allowing them ample opportunity to think and respond thoughtfully Each student was given 15 minutes to answer the interview questions, and all responses were meticulously recorded for thorough review and analysis.
Data analysis procedures
Cohen et al (2007) emphasize the importance of coding data only after thorough checking and editing to eliminate respondent errors and ensure questionnaire accuracy and completeness Descriptive statistics were employed to analyze quantitative data, utilizing SPSS Statistics version 20.0 to calculate means (M) and standard deviations (SD) This analysis provided insights into the benefits and challenges of using e-portfolios for learning and assessing English speaking skills The data was organized into intervals with a range of 0.75, based on an estimated interval factor across three of four points A Likert scale was applied to survey results, categorizing responses as Totally disagree (1.00-1.75), Disagree (1.76-2.50), Agree (2.51-3.25), and Totally agree (3.26-4.00).
To analyze qualitative data from the interviews, content analysis was utilized The process began with transcribing the audiotapes, followed by reviewing the transcripts to categorize students' responses into specific themes related to their experiences with implementing the e-portfolio.
42 translated into English for presenting in the thesis The students were coded as S1 to S10
Table 3 3: Instruments of data collection and analysis to the research questions for the current study
Research questions Instruments Data analysis
1) What are the benefits and challenges of the use of e-portfolios for learning
English speaking skills at Kim Dong
2) What are the benefits and challenges of the use of e-portfolios for assessing
English speaking skills at Kim Dong
Validity and Reliability
In research, reliability signifies the dependability, consistency, and replicability of findings when a study is repeated with the same instruments and respondent groups It is essential for evaluating the stability of test scores across all measurement types Cohen et al (2007) suggest that integrating quantitative and qualitative data can enhance study reliability The Cronbach alpha serves as an alternative reliability indicator, reflecting the correlation of each item with the total of other relevant items As shown in Table 3.4, the Cronbach alpha indexes for the four variable categories in the questionnaire range from 0.658 to 0.748, indicating acceptable reliability.
Table 3 4: Cronbach’ Alpha Indexes of the questionnaire
No Categories Cronbach's Alpha Indexes N of Items
To ensure the validity of the measurement, which encompasses accuracy and truthfulness, three types of validity were considered: face, content, and construct validity Face validity was achieved by designing instruments that are clearly relevant to assessing English speaking skills, with questionnaire items and interview questions translated into Vietnamese to prevent misunderstandings For content validity, the researcher consulted literature and sought colleagues' opinions during the design of the questionnaire items to ensure comprehensive coverage of the benefits and challenges of using e-portfolios in learning and assessing English speaking skills Additionally, construct validity was established by piloting the questionnaire items and interview questions with a small sample of one teacher and five students, allowing the researcher to identify necessary revisions and enhance the measure's validity.
Ethical issues
Before the research commenced, students were briefed on its objectives and significance, ensuring they understood the study's context The study received necessary administrative approval and permission, with all personal information securely maintained for research purposes Participants were assigned numerical identifiers in an encrypted Excel file to protect their privacy.
Chapter summary
This chapter detailed the participants, tools, research techniques, and data analysis methods used in the study The subsequent chapter will present more in-depth findings related to specific categories and explore the potential causes of the results.