Using Edmodo-Supported E-Portfolio as Authentic Assessment in EFL Writing Course

摘要

Dissatisfaction issues rise for the usage of only one piece of writing as a basis for assessing writing skills make many teachers look for alternative assessment type, like portfolio assessment. A high interest given to the usage of portfolio coincides with the rapid development of technology integration into classrooms has led to a shift from paper-based portfolios to e-portfolios. Seeing this trend, this study aims to examine whether reflective writing using Edmodo-supported e-portfolios better enhances the students' quality of writing than using traditional portfolio. Participants included first-year students taking the Paragraph-based Writing course. The experiment lasted for 14 weeks, and the students received both traditional portfolios and e-portfolios teaching, respectively. Data were taken in the form of students' writings in each stage of process writing, which includes pre-writing, planning (outlining), writing and revising drafts, and writing the final draft. A t-test was utilized to examine the effectiveness of the two teaching strategies based on the students' writing scores. Results indicated that students' writings with e-portfolio outperformed their writing quality when using paper-based portfolio. Therefore, the implementation of Edmodo-supported e-portfolio is recommended in the writing course.