THE IMPLEMENTATION OF E-PORTFOLIOS TO SUPPORT SELF-DIRECTED ENGLISH LEARNING FOR SECONDARY STUDENTS

Abstract

This study attempts to investigate the implementation of E-portfolios to support self-directed English learning for 11th graders in a Vietnamese local secondary during the second term of the academic year 2021-2022. This study employed action research design with the use of interviews and questionnaires as research instruments. A group of 35 students were invited to join an 8-week project during which they created their personal E-portfolios on Wordpress platform for their own English learning. The data collected from the interviews revealed that the participants did not only positively change their attitudes and increase their motivation towards English learning but also improved their self-directed learning skills such as goal-setting, evaluating, and problem-solving. The results shown in the questionnaires also demonstrated positive feedback of the students towards the use of E-portfolio as a tool to encourage their self-directed English learning. However, they expressed that they encountered several difficulties such as the lack of time to handle their own E-portfolios competently and the shortage of technology skills. Therefore, some recommendations and suggestions were proposed for further research.