MITIGATING THE EFFECTS OF GENDER IN L2 MOTIVATION AND LEARNING THROUGH THE USE OF ELECTRONIC PORTFOLIOS

Motivation and self-regulation are considered key variables in the successful attainment of a foreign language, within which learner self-concept is a pivotal factor. As a transportable identity, gender is always present and permeates the development of any self-concept dimension. In L2 learning, improvement of the self-concept appears to be more propitious among female students, suggesting practitioners challenge gender intensification in the classroom. The integration of technology as an education skill may be the key to countervailing these effects. While male students' positive attitudes towards using technology in the classroom may benefit L2 learning, female students' interest in technology remains underdeveloped. This study explores whether possible selves underpinned by digital technology can serve to mitigate gender bias in L2 acquisition, motivation and self-regulation, while fostering digital literacy in the L2 classroom. To achieve these aims, a 6-week mixed-methods intervention study based on possible selves through electronic portfolios was conducted on 205 international undergraduate students learning English at a British university. A questionnaire was designed to collect data on students' pre-post scores on L2 motivation and self-regulated learning, while proficiency gains were examined based on students' summative assessments. The qualitative data came from 13 semi-guided focus questions inquiring after the reflections of students on possible selves through ePortfolios. The findings of this study conclude that increased gender equality was correlational to the degree of ePortfolio implementation.