Speaker
Description
In the context of digital transformation in education, e-portfolios have increasingly been adopted to support learning, assessment, and learner development. This study aimed to investigate first-year English-major students’ perceptions of using e-portfolios in the Writing B1 course at Nam Can Tho University. A mixed-methods research design was employed, integrating quantitative data collected through a questionnaire administered to 80 students and qualitative data obtained from semi-structured interviews with eight purposively selected participants. The study was theoretically informed by the Technology Acceptance Model (TAM), together with the concepts of learner autonomy and reflective learning, to examine students’ perceptions of e-portfolio use. The findings revealed that students generally held positive perceptions of e-portfolios. Participants perceived e-portfolios as useful and easy to use, supporting the key constructs of TAM. They also believed that e-portfolios contributed to improving writing skills, promoting reflective learning, and fostering learner autonomy by encouraging continuous revision, self-assessment, and responsibility for learning. However, several challenges were identified, including technical difficulties, the time required to complete portfolio tasks, and limited prior experience with e-portfolio-based learning. The interview findings further confirmed that e-portfolios enhanced students’ awareness of their writing development and learning process. Overall, the findings highlight the pedagogical value of e-portfolios in writing education and suggest that effective implementation requires adequate technical support, clear instructional guidance, and well-designed learning activities to maximise the educational benefits of e-portfolios in higher education.
Keywords: e-portfolio, Technology Acceptance Model (TAM), student perceptions, reflective learning, learner autonomy
