Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme
As the use of paper-based portfolios and, more recently, ePortfolios began to attract unprecedent significance in many educational learning contexts, many researchers in the field of second and foreign language learning also begun to look more closely into their effects from diverse aspects. Neverth...
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| Format: | Article |
| Language: | English |
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University of Isfahan
2021-07-01
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| Series: | Applied Research on English Language |
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| Online Access: | https://are.ui.ac.ir/article_25893_0aa44aff3c3fc98bc0ecb9a47b42be07.pdf |
| _version_ | 1819122115760095232 |
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| author | Abouzar Rajabpour |
| author_facet | Abouzar Rajabpour |
| author_sort | Abouzar Rajabpour |
| collection | DOAJ |
| description | As the use of paper-based portfolios and, more recently, ePortfolios began to attract unprecedent significance in many educational learning contexts, many researchers in the field of second and foreign language learning also begun to look more closely into their effects from diverse aspects. Nevertheless, a small number, if any, have addressed the issue from teachers and students' points of view in a comparative frame. This issue is even more noticeable in the Middle East, where portfolio learning has lately been incorporated in tertiary level studies. Hence, the present study compares students and teachers’ perception of the portfolio component of the English Foundation Program at Sultan Qaboos University in Oman. Seventy eight students and nine teachers participated in the study, where students expressed their ideas through a questionnaire, the teachers were interviewed to see how they perceive the portfolio element of the course. Using a mixed method for data collection and analysis, several chi-square tests were run to see if there is any significant difference between the perceptions of students and teachers. The results show that although the students generally agreed on the usefulness of the component, the teachers believe that it has lost its meaning. |
| first_indexed | 2024-12-22T06:47:20Z |
| format | Article |
| id | doaj.art-981e6ea7c5d94ea79fa12ce027aa40ed |
| institution | Directory Open Access Journal |
| issn | 2252-0198 2322-5343 |
| language | English |
| last_indexed | 2024-12-22T06:47:20Z |
| publishDate | 2021-07-01 |
| publisher | University of Isfahan |
| record_format | Article |
| series | Applied Research on English Language |
| spelling | doaj.art-981e6ea7c5d94ea79fa12ce027aa40ed2022-12-21T18:35:15ZengUniversity of IsfahanApplied Research on English Language2252-01982322-53432021-07-01103254610.22108/are.2020.120506.151525893Students’ and Teachers’ Views on the Portfolio Component of the English Foundation ProgrammeAbouzar Rajabpour0Senior Language Instructor, Sultan Qaboos University, OmanAs the use of paper-based portfolios and, more recently, ePortfolios began to attract unprecedent significance in many educational learning contexts, many researchers in the field of second and foreign language learning also begun to look more closely into their effects from diverse aspects. Nevertheless, a small number, if any, have addressed the issue from teachers and students' points of view in a comparative frame. This issue is even more noticeable in the Middle East, where portfolio learning has lately been incorporated in tertiary level studies. Hence, the present study compares students and teachers’ perception of the portfolio component of the English Foundation Program at Sultan Qaboos University in Oman. Seventy eight students and nine teachers participated in the study, where students expressed their ideas through a questionnaire, the teachers were interviewed to see how they perceive the portfolio element of the course. Using a mixed method for data collection and analysis, several chi-square tests were run to see if there is any significant difference between the perceptions of students and teachers. The results show that although the students generally agreed on the usefulness of the component, the teachers believe that it has lost its meaning.https://are.ui.ac.ir/article_25893_0aa44aff3c3fc98bc0ecb9a47b42be07.pdfcomparative studyenglish language teachingperceptions |
| spellingShingle | Abouzar Rajabpour Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme Applied Research on English Language comparative study english language teaching perceptions |
| title | Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme |
| title_full | Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme |
| title_fullStr | Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme |
| title_full_unstemmed | Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme |
| title_short | Students’ and Teachers’ Views on the Portfolio Component of the English Foundation Programme |
| title_sort | students and teachers views on the portfolio component of the english foundation programme |
| topic | comparative study english language teaching perceptions |
| url | https://are.ui.ac.ir/article_25893_0aa44aff3c3fc98bc0ecb9a47b42be07.pdf |
| work_keys_str_mv | AT abouzarrajabpour studentsandteachersviewsontheportfoliocomponentoftheenglishfoundationprogramme |