Creating electronic portfolios is proposed as an effective means to facilitate language
learning and writing in particular because it enables learners to monitor their own writing
process and to put into practice a multitude of writing strategies. Among the strategies
practiced, selfassessment,
a key learning strategy for autonomous language learning, is the
less explored one. As such, this study set out to investigate how selfassessment
was utilized
by two English as a Foreign Language (EFL) learners when they were writing in their
electronic portfolios. The data were collected by virtue of the following instruments: a) semistructured
interviews, b) an openended
questionnaire, c) a selfassessment
checklist, d)
learners’ journals and e) essays. The collected data were coded into three categories—the
learners’ general English learning background, the learners’ writing strategies, and the
learners’ selfassessment
practices. The findings suggested that both EFL learners employed
an array of writing strategies—cognitive strategy, memory strategy and metacognitive selfassessment
strategy—to approach specific writing tasks. The results also revealed that
compiling electronic portfolios promoted learners’ selfassessment
practice and thus
encouraged selfdirected
language learning. However, the concern about the extent to which
learners could be involved in grading process was raised due to unfamiliarity and traditional
EFL teacherstudent
power relationship. |