Effects of using e-portfolios on EFL teachers‟ reflections

This study aims to investigate the effects of using e-Portfolios in enhancing Omani EFL teachers’ reflections. This qualitative study sought to answer the question: How do e-portfolios enhance Omani EFL teachers’ reflections? In order to answer this research question, the researchers used case studi...

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主要な著者: Al-Qutaiti, Yaquob Obaid, Sheikh Ahmad, Ismail, Mohin, Mohaida
フォーマット: 論文
言語:English
English
出版事項: Hampstead Psychological Associates 2020
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オンライン・アクセス:http://irep.iium.edu.my/81521/1/81521_Effects%20of%20using%20e-portfolios.pdf
http://irep.iium.edu.my/81521/2/81521_Effects%20of%20using%20e-portfolios_SCOPUS.pdf
http://irep.iium.edu.my/81521/
https://www.psychosocial.com/article/PR201874/17038/
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spelling my.iium.irep.815212020-08-04T03:49:07Z http://irep.iium.edu.my/81521/ Effects of using e-portfolios on EFL teachers‟ reflections Al-Qutaiti, Yaquob Obaid Sheikh Ahmad, Ismail Mohin, Mohaida L Education (General) LB Theory and practice of education This study aims to investigate the effects of using e-Portfolios in enhancing Omani EFL teachers’ reflections. This qualitative study sought to answer the question: How do e-portfolios enhance Omani EFL teachers’ reflections? In order to answer this research question, the researchers used case studies of six Omani EFL teachers who developed their e-portfolios by writing their reflections in their own journals. The participants took four months to complete these journals. In order to explore how deep were the participants’ reflections, each participant’s journal was analysed and measured based on a certain rubric pertaining to writing reflective journals found in past studies. Finally, semi-structured interviews were used to elicit the participants’ views regarding particular aspects of the project. The obtained data were classified into two major phases: within the first two months and within the last two months of developing e-portfolios. The findings revealed that the use of e-portfolios enabled the participants to develop their journals from being descriptive and narrative in nature into reflective ones. Other benefits of using e-portfolios that the participants had attained were also reported. Hampstead Psychological Associates 2020 Article PeerReviewed application/pdf en http://irep.iium.edu.my/81521/1/81521_Effects%20of%20using%20e-portfolios.pdf application/pdf en http://irep.iium.edu.my/81521/2/81521_Effects%20of%20using%20e-portfolios_SCOPUS.pdf Al-Qutaiti, Yaquob Obaid and Sheikh Ahmad, Ismail and Mohin, Mohaida (2020) Effects of using e-portfolios on EFL teachers‟ reflections. International Journal of Psychosocial Rehabilitation, 24 (5). pp. 1968-1987. ISSN 14757192 https://www.psychosocial.com/article/PR201874/17038/ 10.37200/IJPR/V24I5/PR201874
institution Universiti Islam Antarabangsa Malaysia
building IIUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider International Islamic University Malaysia
content_source IIUM Repository (IREP)
url_provider http://irep.iium.edu.my/
language English
English
topic L Education (General)
LB Theory and practice of education
spellingShingle L Education (General)
LB Theory and practice of education
Al-Qutaiti, Yaquob Obaid
Sheikh Ahmad, Ismail
Mohin, Mohaida
Effects of using e-portfolios on EFL teachers‟ reflections
description This study aims to investigate the effects of using e-Portfolios in enhancing Omani EFL teachers’ reflections. This qualitative study sought to answer the question: How do e-portfolios enhance Omani EFL teachers’ reflections? In order to answer this research question, the researchers used case studies of six Omani EFL teachers who developed their e-portfolios by writing their reflections in their own journals. The participants took four months to complete these journals. In order to explore how deep were the participants’ reflections, each participant’s journal was analysed and measured based on a certain rubric pertaining to writing reflective journals found in past studies. Finally, semi-structured interviews were used to elicit the participants’ views regarding particular aspects of the project. The obtained data were classified into two major phases: within the first two months and within the last two months of developing e-portfolios. The findings revealed that the use of e-portfolios enabled the participants to develop their journals from being descriptive and narrative in nature into reflective ones. Other benefits of using e-portfolios that the participants had attained were also reported.
format Article
author Al-Qutaiti, Yaquob Obaid
Sheikh Ahmad, Ismail
Mohin, Mohaida
author_facet Al-Qutaiti, Yaquob Obaid
Sheikh Ahmad, Ismail
Mohin, Mohaida
author_sort Al-Qutaiti, Yaquob Obaid
title Effects of using e-portfolios on EFL teachers‟ reflections
title_short Effects of using e-portfolios on EFL teachers‟ reflections
title_full Effects of using e-portfolios on EFL teachers‟ reflections
title_fullStr Effects of using e-portfolios on EFL teachers‟ reflections
title_full_unstemmed Effects of using e-portfolios on EFL teachers‟ reflections
title_sort effects of using e-portfolios on efl teachers‟ reflections
publisher Hampstead Psychological Associates
publishDate 2020
url http://irep.iium.edu.my/81521/1/81521_Effects%20of%20using%20e-portfolios.pdf
http://irep.iium.edu.my/81521/2/81521_Effects%20of%20using%20e-portfolios_SCOPUS.pdf
http://irep.iium.edu.my/81521/
https://www.psychosocial.com/article/PR201874/17038/
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