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Rezadoust Siah Khaleh Sar, Hossein, Khalili Sabet, Masoud, Mahdavi Zafarghandi, Amir, Hassaskhah, Jaleh. (1404). The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy. پژوهش های میوه کاری, 13(2), 63-90. doi: 10.30466/ijltr.2025.55609.2829
Hossein Rezadoust Siah Khaleh Sar; Masoud Khalili Sabet; Amir Mahdavi Zafarghandi; Jaleh Hassaskhah. "The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy". پژوهش های میوه کاری, 13, 2, 1404, 63-90. doi: 10.30466/ijltr.2025.55609.2829
Rezadoust Siah Khaleh Sar, Hossein, Khalili Sabet, Masoud, Mahdavi Zafarghandi, Amir, Hassaskhah, Jaleh. (1404). 'The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy', پژوهش های میوه کاری, 13(2), pp. 63-90. doi: 10.30466/ijltr.2025.55609.2829
Rezadoust Siah Khaleh Sar, Hossein, Khalili Sabet, Masoud, Mahdavi Zafarghandi, Amir, Hassaskhah, Jaleh. The Effects of E-portfolio, Paper-based and Essay-writing assessments on Iranian EFL Learners' Motivation and Autonomy. پژوهش های میوه کاری, 1404; 13(2): 63-90. doi: 10.30466/ijltr.2025.55609.2829

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

Iranian Journal of Language Teaching Research
مقاله 5، دوره 13، شماره 2، مهر 2025، صفحه 63-90    اصل مقاله (825.63 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2025.55609.2829
نویسندگان
Hossein Rezadoust Siah Khaleh Sar* 1؛ Masoud Khalili Sabet2؛ Amir Mahdavi Zafarghandi1؛ Jaleh Hassaskhah1
1Department of English Language and Literature, Faculty of Humanities,University of Guilan, Rasht, Iran
2Department of English Language and Literature, Faculty of Humanities, University of Guilan, Rasht, Iran
چکیده
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.
کلیدواژه‌ها
e-portfolio؛ Motivation؛ Autonomy؛ Paper-based portfolio
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