Date of Award
1-1-2020
Thesis Type
phd
Document Type
Thesis (Restricted Access)
Divisions
education
Department
Department of Language and Literacy Education
Institution
Universiti Malaya
Abstract
ePortfolio is thought to be valuable in promoting learning and formative assessment. Although the use of ePortfolio is essential in developing a self-regulated learner, the exposure to this stream could not be seen in secondary schools in Malaysia. To date, ePortfolio has only been introduced in higher learning institutions but less is known in the secondary school setting. This study aims to explore the use of self-regulated learning through ePortfolio as a formative assessment tool in the ESL writing classroom. Framed within Zimmerman’s model of self-regulated learning and social cognitive perspective, this study adopts an interpretive paradigm with action research as its methodological approach. The data collection method consisted of observation, documents, survey and interview. In using the ePortfolio, it was identified that the nature of feedback given was largely focusing on grammatical accuracy. The absence of formative feedback and feedforward impeded the self-regulated learning process thus explaining the need for the provision of ongoing professional development in writing instructions, formative assessment, and self-regulated learning strategies. The findings also revealed that students employ a range of self-regulated learning strategies where the most prominent strategy used is seeking social assistance in their writing. Regrettably, very little evidence of text-based changes found in students' essays. Majority of the changes made were surface-based changes. It was also found that students engagement with ePortfolio were relatively low and there is a need to upgrade facilities. Although ePortfolio demonstrates great potential in the educational process, it is apparent that self-regulated learning through ePortfolio as formative assessment cannot be enacted into classroom practice without the support from teachers, schools and the ministry of education.
Note
Thesis (PhD) – Faculty of Education, Universiti Malaya, 2020.
Recommended Citation
Meerita Kunna, Segaran, "e-Portfolio as a formative assessment tool to promote self regulated learning in an ESL writing classroom / Meerita Kunna Segaran" (2020). Student Works (2020-2029). 101.
https://knova.um.edu.my/student_works_2020s/101