Implementing E-Portfolio as an Assessment Tool for Academic Writing in Higher Education

Abstract

In this study, an electronic portfolio (e-Portfolio) was implemented in lieu of the conventional paper portfolio in an advanced English course at a Malaysian public university. This study aimed to explore the students’ use of the e-Portfolio as an assessment tool for academic writing. The implementation of the e-Portfolio involved 48 undergraduates for one semester. This study employed a qualitative approach that consisted of open-ended questionnaires and interviews. The data were imported to NVivo 12 and thematic analysis was used as the primary method of data analysis. A total of 48 students answered open-ended questionnaires and 18 of them volunteered for interview. The findings show that the students responded positively to the emphasised features of the e-Portfolio such as instructor feedback and the use of artefacts. Nonetheless, 13 students perceived the peer review component of the e-Portfolio as a shortcoming. Results from the interview revealed additional strengths of using the e-Portfolio such as accessibility, editability, being able to explore others’ e-Portfolios, being able to correct work, and writing stages. The participants also recognised Internet connectivity, difficulty adapting to the tool, and peer criticism as challenges of the e-Portfolio. The study highlights the contributions as well as weaknesses of using the e-Portfolio in the Malaysian higher education context. This will guide practitioners and researchers to better implement the e-Portfolio in tertiary institutions.