TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO
DOI:
https://doi.org/10.24200/jonus.vol6iss1pp373-393Abstract
Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio.
Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data collection methods consisted of observation, documents, and interview. A total of one teacher and 16 of her students participated in this study. The data were analyzed thematically.
Findings: In using the ePortfolio, the teacher had managed to assist learners SRL development by employing several strategies. It was identified that the teacher used strategies such as setting the learning goals, sharing the criteria of success, questioning techniques, giving feedback, as well as allowing self-assessment activity to take place. These strategies were believed to promote the constructs of independent learning, autonomous learning, and assistance from a more capable peers particularly in learning ESL writing via ePortfolio. Also, a shift in a teacher’s role from being authoritative in the classroom to a facilitative role is deemed necessary in developing SRL among ESL writing students.
Contributions: The results from this study offer new insights into pedagogical strategies that could be considered for promoting SRL in language teaching and learning. An outcome of this research could serve as a guide for teachers in planning their pedagogical approach and to decide on suitable strategies to be employed for different types of learners. Also, the sharing of the teacher practices in this study would provide rooms for other researchers to further explore other possible strategies and ways for strengthening any weaknesses found in the practice.
Keywords: Self-regulated learning, ePortfolio, action research, autonomy, self-assessment.
Cite as: Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through ePortfolio. Journal of Nusantara Studies, 6(1), 373-393. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-393
References
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Abrami, P. C., Wade, A., Pillay, V., Aslan, O., Bures, E. M., & Bentley, C. (2009). Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, 34(3), 1-12.
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia – Social and Behavioral Sciences, 2(2), 3048–3054.
Aregu, B. B. (2011). Promoting self–regulated learning in writing classes: Effects on self-beliefs and performances. (Unpublished doctoral dissertation). Addis Ababa University.
Alvi, E., & Gillies, R. (2020). Teachers and the teaching of self-regulated learning (SRL): The emergence of an integrative, ecological model of SRL-in-context. Education Sciences, 10(98), 1-19.
Bailey, A. L., & Heritage, M. (2018). Self-regulation in learning the role of language and formative assessment. Harvard Education Press.
Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80.
Barrett, H. (2005). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.
Benko, S. L. (2013). Scaffolding: An ongoing process to support adolescent writing development. Journal of Adolescent and Adult Literacy, 56(1), 291–300.
Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). MIT Press.
Bloom, M. (2013). Self-regulated learning: Goal setting and self-monitoring. The Language Teacher – Readers’ Forum, 37(4), 46- 51.
Brown, G., & Harris, L. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(1), 22-30.
Chankova, M. (2017). Dealing with students’ plagiarism pre-emptively through teaching proper information exploitation. International Journal for the Scholarship of Teaching and Learning, 11(2), 1-10.
Chau, J., & Cheng, G. (2010). Towards understanding the potential of e-Portfolios for independent learning: A qualitative study. Australasian Journal of Educational Technology, 26(7), 932–950.
Cheng, G., & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. Internet and Higher Education, 17(1), 9–15.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Faravani, A., & Attai, M. R. (2015). Portfolio assessment and the enhancement of higher order thinking through multiple intelligence and dialogic feedback. Issues in Language Teaching, 4(1), 1-25.
Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(1), 334-372.
Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educause Review, 39(4), 28-37.
Hamp-Lyons, L., & Condon, W. (1999). Assessing the portfolio: Principles for practice, theory, and research. Hampton Press.
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4(1), 33-54.
Kaufman, J. C., Evans, M. L., & Baer, J. (2010). The American idol effect: Are students good judges of their creativity across domains? Empirical Studies of the Arts, 28(1), 3-17.
Kemmis, S., & McTaggart, R. (2000). The action research planner. Deakin University Press.
Kicken, W., Brand-Gruwel, S., Van Merriënboer, J. J. G., & Slot, W. (2009). The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology Research and Development,
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Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 86–105). Guilford Press.
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Majid, F. (2007). Self-regulated learning: Effective practices in ESL writing classes. Journal of Language Studies, 3(1), 115–128.
Moeller, A. K., Theiler, J., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(1), 153-169.
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Morales, L., Soler-Dominguez, A., & Tarkovska, V. (2015). Self-regulated learning and the role of ePortfolios in business studies. Educational Information Technology, 21(1), 1733–1751.
Nicolaidou, I. (2012). Can process portfolios affect students’ writing self-efficacy? International Journal of Educational Research, 56(1), 10–22.
Nicolaidou, I. (2013). E-portfolios supporting primary students' writing performance and peer feedback. Computers & Education, 68(1), 404-415.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Nguyen, L. T., & Ikeda, M. (2015). The effects of ePortfolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197–209.
Nordengren, C. (2019). Goal-setting practices that support a learning culture. Phi Delta Kappan, 101(1), 18–23.
Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Frontiers in Education, 4(102), 1-8.
Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the
challenge of implementation (pp. 311-326). Springer.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In R. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation, 2nd ed. (pp. 452-494). Elsevier Academic Press.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179.
Schuitema, J., Peetsma, T., & van der Veen, I. (2012). Self-regulated learning and students’ perceptions of innovative and traditional learning environments: A longitudinal study in secondary education. Educational Studies, 38(4), 397–413.
Seker, M. (2015). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618.
Shepherd, C. E., & Bolliger, D. U. (2011). The effects of electronic portfolio tools on online students’ perceived support and cognitive load. Internet and Higher Education, 14(1), 142-149.
Slepcevic-Zach, P., & Stock, M. (2018). EPortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.
Sowell, J. (2017). Good instruction-giving in the second language classroom. English Teaching Forum, 55(3), 10-19.
Stronge, J. H., & Grant, L. W. (2014). Student achievement goal setting. Taylor & Francis.
Uysal, H. H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1-16.
Vogler, K. E. (2005). Improve your verbal questioning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 98-103.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental process. Harvard University Press.
Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses. Contemporary Educational Psychology, 16(1), 307-313.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21).
Erlbaum.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(1), 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.
Abrami, P. C., Wade, A., Pillay, V., Aslan, O., Bures, E. M., & Bentley, C. (2009). Encouraging self-regulated learning through electronic portfolios. Canadian Journal of Learning and Technology, 34(3), 1-12.
Alexiou, A., & Paraskeva, F. (2010). Enhancing self-regulated learning skills through the implementation of an e-portfolio tool. Procedia – Social and Behavioral Sciences, 2(2), 3048–3054.
Aregu, B. B. (2011). Promoting self–regulated learning in writing classes: Effects on self-beliefs and performances. (Unpublished doctoral dissertation). Addis Ababa University.
Alvi, E., & Gillies, R. (2020). Teachers and the teaching of self-regulated learning (SRL): The emergence of an integrative, ecological model of SRL-in-context. Education Sciences, 10(98), 1-19.
Bailey, A. L., & Heritage, M. (2018). Self-regulation in learning the role of language and formative assessment. Harvard Education Press.
Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80.
Barrett, H. (2005). Researching electronic portfolios and learner engagement: The REFLECT initiative. Journal of Adolescent & Adult Literacy, 50(6), 436-449.
Benko, S. L. (2013). Scaffolding: An ongoing process to support adolescent writing development. Journal of Adolescent and Adult Literacy, 56(1), 291–300.
Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. In D. Gopher & A. Koriat (Eds.), Attention and performance XVII: Cognitive regulation of performance: Interaction of theory and application (pp. 435–459). MIT Press.
Bloom, M. (2013). Self-regulated learning: Goal setting and self-monitoring. The Language Teacher – Readers’ Forum, 37(4), 46- 51.
Brown, G., & Harris, L. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(1), 22-30.
Chankova, M. (2017). Dealing with students’ plagiarism pre-emptively through teaching proper information exploitation. International Journal for the Scholarship of Teaching and Learning, 11(2), 1-10.
Chau, J., & Cheng, G. (2010). Towards understanding the potential of e-Portfolios for independent learning: A qualitative study. Australasian Journal of Educational Technology, 26(7), 932–950.
Cheng, G., & Chau, J. (2013). Exploring the relationship between students’ self-regulated learning ability and their ePortfolio achievement. Internet and Higher Education, 17(1), 9–15.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). Routledge.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Faravani, A., & Attai, M. R. (2015). Portfolio assessment and the enhancement of higher order thinking through multiple intelligence and dialogic feedback. Issues in Language Teaching, 4(1), 1-25.
Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(1), 334-372.
Greenberg, G. (2004). The digital convergence: Extending the portfolio model. Educause Review, 39(4), 28-37.
Hamp-Lyons, L., & Condon, W. (1999). Assessing the portfolio: Principles for practice, theory, and research. Hampton Press.
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4(1), 33-54.
Kaufman, J. C., Evans, M. L., & Baer, J. (2010). The American idol effect: Are students good judges of their creativity across domains? Empirical Studies of the Arts, 28(1), 3-17.
Kemmis, S., & McTaggart, R. (2000). The action research planner. Deakin University Press.
Kicken, W., Brand-Gruwel, S., Van Merriënboer, J. J. G., & Slot, W. (2009). The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education. Educational Technology Research and Development,
57(4), 439-460.
Lan, W. Y. (1998). Teaching self-monitoring skills in statistics. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 86–105). Guilford Press.
Magno, C. (2009). Developing and assessing self-regulated learning. The Assessment Handbook: Continuing Education Program, 1(1), 26–41.
Majid, F. (2007). Self-regulated learning: Effective practices in ESL writing classes. Journal of Language Studies, 3(1), 115–128.
Moeller, A. K., Theiler, J., & Wu, C. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96(1), 153-169.
Moos, D. C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International, 1(1), 1-15.
Morales, L., Soler-Dominguez, A., & Tarkovska, V. (2015). Self-regulated learning and the role of ePortfolios in business studies. Educational Information Technology, 21(1), 1733–1751.
Nicolaidou, I. (2012). Can process portfolios affect students’ writing self-efficacy? International Journal of Educational Research, 56(1), 10–22.
Nicolaidou, I. (2013). E-portfolios supporting primary students' writing performance and peer feedback. Computers & Education, 68(1), 404-415.
Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
Nguyen, L. T., & Ikeda, M. (2015). The effects of ePortfolio-based learning model on student self-regulated learning. Active Learning in Higher Education, 16(3), 197–209.
Nordengren, C. (2019). Goal-setting practices that support a learning culture. Phi Delta Kappan, 101(1), 18–23.
Oates, S. (2019). The importance of autonomous, self-regulated learning in primary initial teacher training. Frontiers in Education, 4(102), 1-8.
Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the
challenge of implementation (pp. 311-326). Springer.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
Pintrich, P. R. (2005). The role of goal orientation in self-regulated learning. In R. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation, 2nd ed. (pp. 452-494). Elsevier Academic Press.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144.
Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179.
Schuitema, J., Peetsma, T., & van der Veen, I. (2012). Self-regulated learning and students’ perceptions of innovative and traditional learning environments: A longitudinal study in secondary education. Educational Studies, 38(4), 397–413.
Seker, M. (2015). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600-618.
Shepherd, C. E., & Bolliger, D. U. (2011). The effects of electronic portfolio tools on online students’ perceived support and cognitive load. Internet and Higher Education, 14(1), 142-149.
Slepcevic-Zach, P., & Stock, M. (2018). EPortfolio as a tool for reflection and self-reflection. Reflective Practice, 19(3), 291-307.
Sowell, J. (2017). Good instruction-giving in the second language classroom. English Teaching Forum, 55(3), 10-19.
Stronge, J. H., & Grant, L. W. (2014). Student achievement goal setting. Taylor & Francis.
Uysal, H. H., & Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: Focusing on meaning, form, or forms? South African Journal of Education, 34(1), 1-16.
Vogler, K. E. (2005). Improve your verbal questioning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(2), 98-103.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental process. Harvard University Press.
Zimmerman, B. J. (1986). Development of self-regulated learning: Which are the key subprocesses. Contemporary Educational Psychology, 16(1), 307-313.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21).
Erlbaum.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(1), 614-628.
Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3), 284–290.
Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82(1), 51–59.
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2021-01-28
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TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO. (2021). Journal of Nusantara Studies (JONUS), 6(1), 373-393. https://doi.org/10.24200/jonus.vol6iss1pp373-393
