The Effect of Electronic Portfolio-Based Writing Instruction on the Second Language Writing Performance and Writing Self-Efficacy of EFL Learners: A Mixed Methods Study

This research sought to examine the impact of electronic portfolio -based writing instruction on the second language writing performance and writing self-efficacy of Chinese English as a foreign language (EFL) learners. A total of 64 participants were divided into two groups, an experimental group (n = 31) and a control group (n = 33). The experimental group was given electronic portfolio-based instruction via Edmodo platform, while the control group received only traditional in-class writing instruction without the use of Edmodo. Two sample IELTS tasks and Writing Self-efficacy scale were administered to collect the quantitative data. Further, semi-structured interviews were carried out with participants in the experimental group to gather qualitative data on their perceptions and experiences with electronic portfolio-based writing instruction. The results of paired samples t-tests and ANCOVAs indicated that electronic portfolio-based writing instruction significantly improved global writing performance and its underlying components, namely content, organization, language use, vocabulary, and mechanics, as well as the writing self-efficacy of Chinese EFL learners. Qualitative results revealed several themes, including increased motivation, improved feedback, enhanced collaboration, improved writing skills, and increased writing self-efficacy. Overall, the study demonstrates that electronic portfolio can be a valuable tool for EFL writing instruction and has a positive impact on writing performance and writing self-efficacy for Chinese EFL learners. In this study, we wanted to see how using electronic portfolios in writing instruction would affect Chinese students learning English as a foreign language. We had a total of 64 participants, split into two groups: one group used electronic portfolios through the Edmodo platform, while the other group received traditional in-class writing instruction. We measured their writing performance and self-confidence before and after the study. We also interviewed the participants in the electronic portfolio group to get their thoughts and experiences. The results showed that the electronic portfolio-based instruction significantly improved the students' overall writing performance and specific aspects like content, organization, language use, vocabulary, and mechanics. It also increased their confidence in their writing abilities. The interviews revealed that the students were more motivated, received better feedback, collaborated more effectively, and felt their writing skills had improved. This study shows that using electronic portfolios can be very helpful for teaching English writing to Chinese students, improving their writing skills and self-confidence.