The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy

Document Type : Original Article

Authors

1 Department of English Language and Literature, Faculty of Humanities,University of Guilan, Rasht, Iran

2 Department of English Language and Literature, Faculty of Humanities, University of Guilan, Rasht, Iran

10.30466/ijltr.2025.55609.2829

Abstract

The purpose of this quantitative study was to compare the effects of e-portfolios on the motivation and autonomy of English as a Foreign Language EFL learners with those of traditional paper-based portfolios, ninety intermediate male and female learners were selected from a pool of 120 volunteers at a Language Institute in Tehran, all of whom had completed a Preliminary English Test (PET) analysis. The learners were randomly divided into three groups: two experimental groups (one using e-portfolios and the other using paper-based portfolios) and a control group. Pre-intervention autonomy and motivation were measured using the Motivated Strategies for Learning Questionnaire (MSLQ) and the Learner Autonomy Questionnaire (LAQ). This was followed by a 42-session intervention involving e-portfolios, paper-based portfolios, and standard assessment methods. At the end of the study, the same questionnaires were administered again as post-intervention tests. The analysis was conducted using one-way ANCOVA. The study findings indicate a positive impact of e-portfolios including self- and peer-assessment on learners’ motivation and autonomy, with paper-based portfolio annotations also yielding positive results. These findings are valuable for researchers, educators, and learners in the language education sector.

Keywords

Iranian Journal of Language Teaching Research
Volume 13, Issue 2
July 2025
Pages 63-90

Files

History

  • Receive Date: 02 October 2024
  • Revise Date: 16 March 2025
  • Accept Date: 09 July 2025

Share

How to cite

Statistics