Utilizing Electronic Portfolios to Develop Language Preparatory Stage Students’ EFL Reflective Writing | ||
| دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق | ||
| Volume 40, Issue 145, June 2025, Pages 23-51 PDF (4.07 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/sec.2025.464404 | ||
| Abstract | ||
| The current study aimed at developing the Language Preparatory Stage Students’ EFL Reflective Writing using Electronic Portfolios. The study adopted the quasi- experimental design. The participants of the research were sixty third year language preparatory school students. They were selected from Future Leaders’ Language School in the school year 2023-2024: (30 students for the control group and30students for the experimental group). The researcher designed a checklist, pre-post Reflective Writing Test and a Rubric. The experimental group was taught using Electronic Portfolios, whereas the control group was taught via (through) the regular way. The obtained data were analyzed using the Statistics Package for Social science (SPSS Ver 26). The study results revealed that there was a statistically significant difference at (0.5) between the mean scores of the experimental group in the pre-post administration favoring the post administration. Moreover, it could be conducted that Electronic Portfolios were effective in developing Reflective Writing skills. The researcher attempted to control some variables to make sure that both experimental and control groups were equal. These variables were: Grade: all the students were in the third year language preparatory school. Academic level: they have been learning English as a foreign language for nine years. Level of achievement in reflective writing: there was no statistically significant difference between the two groups on the pre- reflective writing test. | ||
| Keywords | ||
| Key words: Reflective Writing skills Electronic Portfolios EFL Preparatory Stage Egypt | ||
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