Effects of electronic portfolios on vietnamese high school students’ writing performance a case study at three high schools in binh duong province

Trang 1 BINH DUONG PROVINCIAL PEOPLE’S COMMITTEE THU DAU MOT UNIVERSITY NGUYEN MINH NAM ANH EFFECTS OF ELECTRONIC PORTFOLIOS ON VIETNAMESE HIGH SCHOOL STUDENTS’ WRITING PERFORMANCE: A CA

INTRODUCTION

Background of the study

The objective of language learning is to optimize the process of interpersonal communication Kurniasih (2011) states that the essential abilities for language acquisition are listening, speaking, reading, and writing Writing is regarded as a productive skill that greatly aids in the facilitation of communication The main reason for this is mostly attributed to its capacity to offer learners a platform to augment their language acquisition Learners can enhance their linguistic talents by employing phrases, words, and structures to articulate their thoughts This technique facilitates the preservation of vocabulary and grammar that learners have previously learnt (Bello, 1997) Rao (2007) asserts that writing is essential for generating thoughts, focusing attention, and organizing ideas Academic writing sometimes employs formal styles that can be distinguished from normal spoken communication To attain mastery in academic writing, students must possess a firm grasp of exact directives and actively participate in tough exercises

The research done in Binh Duong specifically examined the educational environment around the instruction and learning of English writing in high schools

A notable proportion of pre-intermediate EFL learners were found to have difficulties in generating well-crafted written assignments and expressed a strong inclination to improve their writing abilities The primary determinant that detrimentally affects the writing proficiency of learners is the constrained duration of each English session, which hampers their capacity to allocate sufficient exertion towards completing their tasks A considerable percentage of high school students in Vietnam face challenges in writing as a result of their restricted lexicon and insufficient comprehension of grammatical frameworks, leading to a deficiency in their ability to produce writing that fulfills the anticipated criteria of quality As a result, the children commit multiple mistakes This issue commonly occurs in the written assignments of certain pupils who have recently finished middle school and seems to provide difficulties when it comes to correction The difficulties encountered by Vietnamese students can be ascribed to a range of factors, encompassing concerns regarding time management during the educational journey, the accessibility and sufficiency of teaching resources, and the incongruity between the educational content and the evaluation techniques employed

Many learners typically move from lower-secondary school to higher education after completing their studies During this time, their exposure to the English language is sometimes limited to a weekly allocation of two and a half hours dedicated to studying As a result, trainees have a restricted level of ability in writing in English Due to time limitations, students are likely to face challenges when it comes to the duty of writing Therefore, this scenario leads to two results: limited writing skills and negative attitudes towards writing in English

The Vietnamese upper-secondary textbooks (Tieng Anh 10, 11, 12) contain a substantial quantity of writing tasks, which are predominantly structured using the controlled composition approach and the paragraph pattern method The primary focus of writing classes lies in comprehending the linguistic framework of a given exemplar piece, and subsequently reconfiguring this framework to generate analogous compositions In relation to this particular pedagogical approach to writing instruction, students acquire language structures and vocabulary in a passive manner through exposure to written texts However, this strategy seems to be inefficient in terms of facilitating long-term retention of vocabulary and language structures Students consistently develop proficiency in this type of writing education during a three-year duration Consequently, the limitations imposed on individuals extend beyond their linguistic repertoire, encompassing both their lexical and syntactic proficiency, as well as their capacity to conceive and articulate ideas in the English language The aforementioned factor has a significant influence on the calibre of their written work as well as their overall disposition towards the acquisition of English writing skills

Vietnam places a significant emphasis on examinations for all courses, including English Although upper-level English courses in Vietnam promote four macro-language skills (listening, speaking, reading, and writing), the multiple- choice text and test formats place a priority on linguistic accuracy above the development of learners' creative ideas and expression Writing skills with the understanding of vocabulary and grammatical structures are the primary focuses of these assessments and examinations

While productive skills play a significant part in communication in the mass of exams (final examinations or entrance examinations) and tests of each term (one oral test, two quizzes, one or two 45-minute tests), the significant proportion of the test's content concentrates on receptive skills (phonetics, grammar, vocabulary, reading comprehension) (Canh & Barnard, 2009) By employing this type of assessment, students are educated to have just a superficial understanding of the language (i.e the capacity to detect linguistic structures, rather than the ability to execute them) Consequently, learners are unable to appropriately implement the language structures in their writing assignments

Despite the existence of various obstacles that impede students' ability to improve their writing skills, the advent and pervasive use of internet technology is exerting a substantial influence on their educational experiences The internet has become the dominant force in various sectors of our society, including but not limited to education, business, and tourism Undoubtedly, there have been notable changes and advancements in the quality of education When successfully utilised, this technology holds the capacity to augment education for both students and educators The emergence of technology has the potential to enhance students' language acquisition, particularly in the case of English and other foreign languages The provision of diverse tools and learning technology can be advantageous for students, since it allows for other options in cases where one approach may not be effective for certain learners Every student is responsible for uploading and managing their own written assignments on the class group platform, enabling them to engage in regular self-reflection on their work

Students have more flexibility to study and finish classwork at times that fit their schedules, thanks to the accessibility of online learning resources

Technology offers students several possibilities for doing research and completing tasks Before writing, some students may employ a variety of sources to acquire appealing ideas Others may read their friends' papers, provide feedback, and enrich their knowledge, while those who need more experience may modify the assignment many times before submitting it

The integration of technology enables students to engage in collaborative learning by sharing their tutors with their peers Professors establish online discussion forums where students can actively cooperate and seek real-time clarification from both their home and school environments Furthermore, students have the opportunity to publicly comment on the instructor's page and pose inquiries, fostering a culture of questioning, active participation in the revision process, and facilitating open communication with professors

It is clear that technology enables students to collaborate and support one another to better comprehend the course In this way, students can sometimes function as teachers, and it is well recognized that instruction is an excellent method for acquiring a subject and addressing issues In other words, technology provides learners with variety in a manner that traditional classroom lectures cannot There is no denying that technology inspires students to study Students of all ages eagerly anticipate using their electronic devices to explore and learn through websites, videos, applications, and games Students may learn and have fun at the same time, which helps maintain their interest in the content

In reality, technology provides educators with the chance to engage in professional development from the convenience of their own device Teachers, particularly younger ones, appreciate technology because it provides a vast array of generally free tools to increase classroom instruction, communication with students, and professional development Teachers can locate resources that they can give to students as well as websites that can assist learners in practicing new materials There are an infinite number of supplementary teacher resources accessible Almost all teachers nowadays recognize that technology is an integral part of our lives, thus they are attempting to become proficient in the usage and application of technologically advanced tools that improve their performance on the job Learners are more motivated by the thousands of items on social media, so it is imperative that teachers utilize the most recent technologies Students believe that if their teachers are up-to-date with technology, their studies will become more user-friendly

Technology has enhanced the channels and techniques of communication between teachers and students There was once a period when learners were afraid to ask instructors certain questions There was a period when students were reluctant to express their emotions to their teachers If a student desired to learn more about the lesson from the same instructor, there was no means to do so For years, there was no means to stay in touch with the teachers But technology has altered the techniques and forms of communication between professors and students With the use of technology, establishing a long-term connection between teachers and students is now easier, more efficient, and more technologically advanced

According to Shepherd (2015), Facebook is often regarded as the most prevalent and prominent social media platform among students Nevertheless, a number of academics have expressed reservations over its use in educational settings Several studies, like those conducted by Hew (2011), Madge et al (2009), and Sarapin & Morris (2015), have shown that Facebook may not be an effective medium for teaching and learning purposes In contrast, Prescott et al (2013) posited that although Facebook may demonstrate efficacy in facilitating informal learning, its use inside a formal educational setting is limited There is a degree of hesitancy among some educators about the use of Facebook inside the classroom setting due to a range of factors (Ajjan & Hartshorne, 2008; Manca & Ranieri, 2016; Roblyer et al., 2010) There are many factors that contribute to the limited adoption of technology in education One significant factor is individuals' insufficient proficiency in using technology, which hinders their ability to effectively manipulate and use technological tools Additionally, the scarcity of technology specifically designed for classroom instruction, particularly in settings Furthermore, concerns about privacy, such as the potential invasion of students' personal space, also contribute to the reluctance in embracing technology in education Despite the existing challenges associated with utilising Facebook as an educational tool, a consensus among scholars suggests that it possesses significant potential for computer-assisted language learning due to its inherent flexibility, utility, and cost-effectiveness (Akbari et al., 2015; Barrot, 2016; Jong et al., 2014; Kabilan et al., 2010; Mazman & Usluel, 2010; Roblyer et al., 2010; Sánchez et al., 2014)

Although there is a lack of academic research on the impact of incorporating Facebook into educational environments, a considerable number of scholarly papers have emerged that discuss this topic (Aydin, 2012) These works are examining the subject of integrating Facebook into educational environments At first, several scholarly articles examined the traits of Facebook users and the underlying reasons that influenced their involvement on the platform The sources cited are Charlton, Devlin, and Drummond (2010) and Huang, Yang, Huang, and Hsiao (2010) The findings of these restricted studies indicate that students worldwide employ the social networking platform Facebook as a means of communication and engagement Academic studies have found that people use Facebook for various reasons These include adapting to new educational programs and cultural environments, staying informed about social activities, building and maintaining interpersonal connections, seeking knowledge in different areas, sharing knowledge, and self-promotion Facebook has also been the focus of investigations in various studies (Catanzaro, 2011; Siegle, 2010) Multiple studies have identified certain adverse attributes associated with the platform, including the presence of inappropriate behaviors, instances of abuse, cyberbullying, as well as concerns around privacy and friendship Research has demonstrated that Facebook may effectively serve as an educational tool across different educational settings and levels (Boon & Sinclair, 2009; Roblyer, McDaniel, Webb, Herman & Witty, 2010) This possibility has been demonstrated through existing research evidence The works cited are Boon & Sinclair (2009) and Roblyer, McDaniel, Webb, Herman & Witty (2010) However, the studies mentioned above had limited scope, focusing mainly on specific areas of research such as social learning (Greenhow, 2009), e-learning (Durkee et al., 2009), environmental learning (Robelia et al., 2011b), business (Ramirez et al., 2009), art (Shin, 2010), and chemistry education (Schroeder & Greenbowe, 2009) Research has demonstrated that Facebook can improve learners' self-efficacy (Bowers- Campbell, 2008), motivation (Robelia et al., 2011b; Siegle, 2011), and self-esteem (Ellison, Steinfield & Lampe, 2007), while also decreasing anxiety (West, Lewis

& Currie, 2009) These conclusions are derived from multiple studies that have investigated the influence of learners' affective moods Based on the presented study analysis, it can be inferred that Facebook serves as a valuable platform for accessing culturally and linguistically diverse information Facebook is advantageous for both the acquisition and instruction of foreign and second languages, particularly in regards to the enhancement of reading and writing abilities Based on Dippold's (2009) findings, Facebook has the capacity to enhance learners' written expression of their daily experiences and facilitate their knowledge development in a certain domain Furthermore, Facebook provides users with the chance to enhance their proficiency in a certain field of knowledge.

Aims of the study;

The main aims of this research are to explore the effects of the Facebook- based portfolio on Vietnamese EFL learners’ writing performance, and investigate teachers' and students' attitudes towards using Facebook as an E-portfolio tool and their perceptions regarding its benefits and problems to help students improve writing performance

This research also provides several supplemental aims, as follows:

(i) To examine the improvement of Vietnamese EFL learners' knowledge of writing performance through the use of E-portfolios

(ii) To identify the problems encountered by Vietnamese EFL learners during the E-portfolio learning process

(iii) To explore the correlation between independent variables and specific items in the scales used in the study

(iv) To provide insights and practical recommendations for EFL teachers to use E-portfolios as a tool to enhance language skills and transform Facebook into an instructional tool.

Research questions

E-portfolio serves as a valuable instrument that contributes to the enhancement of foreign language writing, while existing research suggests that technology has a substantial impact on the development of writing abilities One notable instance of technology used in the context of foreign language education is the utilization of e-portfolios Nevertheless, e-portfolios may encounter some challenges pertaining to software development, software purchasing, and instructional requirements In contrast, Facebook, as a social networking platform, has the potential to address the challenges associated with e-portfolios and fulfil the educational aspirations of both educators and students In this context, it is important to assess and analyze the effectiveness of E-portfolio based on a particular rationality At the present time, there is a lack of available data about the use of Facebook as a portfolio tool in the context of EFL writing Furthermore, existing research on the effectiveness of Facebook in language learning and teaching is restricted in scope Secondly, previous study findings suggest that EFL writers have challenges when it comes to maintaining portfolios However, no adverse impacts of using Facebook as an E-portfolio on the process of language learning and teaching have been identified The primary objective of this research is to use a combination of qualitative and quantitative methodologies in order to examine the attitudes of Vietnamese EFL instructors and learners towards the application of E-portfolios Additionally, the study aims to investigate the impact of E-portfolios on the EFL learning process and identify any challenges encountered during the E-portfolio implementation In order to fulfill the objectives of this study, two main research questions were formulated:

(1) How does the application of Facebook as an E-portfolio improve Vietnamese EFL students’ writing performance?

(2) What are Vietnamese EFL learners’ and instructors’ attitudes towards

Facebook as an E-portfolio in English writing performance?

Moreover, there is also a set of two sub-questions to support the main research questions and the aims of this study, as follows:

(3) What are perspectives of Vietnamese EFL students regarding the contribution of the Facebook-based E-portfolio to their writing performance? Do various independent factors, such as gender, computer ownership, familiarity with Facebook, frequency of Facebook visits, and amount of time spent on the E-portfolio, have an impact on the attitudes and perception of the students?

(4) What challenges do Vietnamese EFL students have while engaging in the Facebook-based E-portfolio learning process?

Scope of the study

The study includes 300 students in grade 12 studying in the academic years 2021/2022 at three high schools in Binh Duong Province (Vo Minh Duc high school, Nguyen Trai high school, and Tran Van On high school) There are 15 teachers who teach the control and experimental groups at high schools in Binh Duong province A class of in each high school was randomly chosen to be the experimental group that used E-portfolios during the three-month period The other was assigned to be the control group, being taught using conventional methods All of these students speak Vietnamese as their first language, while English is their second language Regarding the participants’ English learning time, they had been learning English for about nine years at public school Most of them spent around 14 hours per week using computer for information searching, email exchanging, word processing, chatting, and instant messaging Nevertheless, they did not pay much attention to the learning of writing skills because writing was not heavily weighted in the exams Consequently, their English proficiency especially in writing was limited.

Significance of the study

The writer hopes this research can be beneficial theoretically and practically

Theoretically, the findings of this study can support, and be utilized as a reference for further researchers working on the similar aspect of using E- portfolios for improving students’ writing performance This study also adds to the local pool of knowledge in terms of TESOL methodology, and provides insights into EFL writers' positive attitudes towards Facebook-based Portfolios in EFL writing and the improvement of EFL learners' knowledge of essay writing Furthermore, this study emphasizes the association between independent variables and a restricted set of items within the scales, indicating potential variables that might impact the E-portfolio teaching and learning process Also, the results contribute to the understanding of the specific context of using Facebook as a portfolio tool in EFL writing performance

Practically, this study is important to a variety of stakeholders, including EFL instructors and students, as well as TESOL scholars examining the methodology of teaching English writing Also, the results offer practical recommendations for EFL teachers to use Facebook as an E-portfolios as a tool to enhance language skills and transform Facebook into an instructional tool Using E-portfolios in writing performance can motivate EFL students to generate better compositions or even share them with their intended audience E-portfolios can be used to develop self-assessment skills in which students evaluate the quality of their work using the same criteria as experts E-portfolios assist students in planning their own academic paths as they get an understanding of what they know and can accomplish and what they still need to learn E-portfolios may assist students modify the information and substance of their works by incorporating data from other sources The use of E-portfolios enables students to not only promote their evidences based on best practice suggestions, but also maintain the focus on accurate elements of high-quality writings Students can then compile their work, which helps reflect their own strengths and weaknesses, and reflect on their learning progress Along with that, students can review their completed writings and compare them to those of their peers in order to evaluate their own abilities and progress.

Proposed organization of the study

In order to make the research more systematic and approachable, the researcher arranged this research into five chapters, as follows:

Chapter 1, Introduction It contains the background of the study, the aims of the study, research questions, the significance of the study, the scope of the study, and the organization of the study

Chapter 2, Literature review It explores theoretical frameworks that cover the basic writing concepts, EFL writing teaching practice in Vietnam, challenges of teaching EFL writing in high school contexts, criteria of a successful writing, assessment of writing skill, portfolio assessment, review of previous studies, benefits of E-portfolios, and previous studies on Facebook in EFL teaching and learning writing

Chapter 3, Research methodology It consists of descriptions of the research setting, the subjects, the research methods, the research procedures, the collecting data and the analyzing data techniques

LITERATURE REVIEW

EFL writing

For language learners in general and EFL students in particular, writing is frequently viewed as the most difficult productive skill regardless of the language being studied (Nunan, 2000) A sufficient level of linguistic comprehension, adherence to writing conventions, a wide range of vocabulary, and mastery of grammar are essential components for effective writing (Erkan & Saban, 2011) According to Meyers (2005), writing is regarded as a natural method for constructing language, similar to speaking Writing is a mode of language expression utilised for interpersonal communication Additionally, it encompasses the examination and administration of viewpoints, written exposition, alteration, and revision

Writing is often time-bound in the same manner as a conversation, as shown by Harmer (2004) Writing typically affords pupils more time for reflection than speaking activities Students may process their own information in their heads or seek assistance from external resources, such as dictionaries or grammar guides

As stated by Klein (1985), writing is the capacity of learners to express their thoughts via the use of a pen and paper; hence, what is presented on the paper has significance and can be used to interact with others In particular, writing competence is a unique quality that allows authors to translate their ideas into written words in a meaningful way and to connect mentally with the message

The aims of writing, following Brooks (2007), are to influence the thinking readers, to interact with others, to provide critique, and to share one's experience with the readers Typically, the purpose of writing consists of the reasons for writing Effective writers, according to Hayes and Flower (1986), constantly consider the purpose of their writing before drafting a paper As a result of a lack of self-awareness, writers may become too verbose or ambiguous in their message

A writer will be able to explain his or her views more clearly if he or she determines the goal of writing

According to Byrne (1979, p.6), there are five educational objectives associated with writing for academic purposes The initial aspect involves the introduction and implementation of a range of writing styles, which allow authors to cater to various learning approaches and requirements Learners are provided with feedback on their progress in this field through the evaluation of their written outputs, with particular emphasis on tangible evidence Another purpose of writing is to provide pupils the opportunity to be exposed to a foreign language through multiple integrated channels, which appears to yield more success compared to a solitary medium Within the context of the language classroom, the act of writing offers a diverse range of exercises that function as a kind of relief from the speaking obligations Writing can be utilised in both formal and informal assessments as well The expressed objectives of writing encompass the communication of a narrative or the retelling of a series of occurrences, as well as the depiction of an individual, a place, or a thing

According to Hughey's (1983) assertion, writing encompasses three fundamental constituents The primary objective of the author is to communicate a specific message or topic to the intended audience In the absence of a specific message or topic, writing cannot be regarded as a form of communication as it fails to provide sufficient information from the author, resulting in a lack of delivered message to the intended audience The subsequent component of writing pertains to the writer's aim, which necessitates prior fulfilment To establish a writing purpose, the writer must inquire about the precise objective of their writing, encompassing elements such as entertainment, information dissemination, and descriptive aspects of their written work (p 59) Implementing this measure will enhance the coherence and lucidity of the written content The presence of a reader who possesses the ability to read and fully grasp the intended message conveyed in the writing is of utmost importance In order to effectively engage with their audience, a proficient writer must possess an understanding of the reader's requirements, aptitude, and incentive

Although writing is an open method of discovery, some preparation is necessary to make the writing interesting It comprises of preparing the students in the pre-writing session, examining the writing problem, acquiring resources, and engaging in critical thinking and preparation Through writing, these elements of preparation come together to create something new

Here are the three phases of writing that Murray (1972) suggests: a Pre-writing

Pre-writing is frequently referred to as the invention stage It consists of the preparatory actions the author does before writing In pre-writing stage, students must decide what they will write and have something significant to express in writing If learners have established what they will write about, they often require a time of incubation during which they mull it over, organize their thoughts, and maybe create further ideas or gathers additional information Beginner-level writers often commit the error of selecting a topic that is too broad Consequently, throughout the process, the authors must decide and choose the most vital issue based on their own interest and prior expertise This process will prevent the writers from being confused about the concepts they will offer in their writing, since they will already be focused on the issue Murray (1972) said that the pre- writing stage is a warm-up phase in which a writer determines what he or she knows and what he or she needs to know b Writing

Writing is often referred to as the first draft stage In this phase, the writers address the concepts and details revealed in the pre-writing phase "When you finish a draft, you realize how much you know and how little you know The drafting of this raw, exploratory, unfinished first draft may take as little as one percent of the author’s time" (Murray, 1972, p 4) In this stage, the writers must choose how they will deliver the topic As was stated in the previous section, it is essential for the authors to be acquainted with readers' personalities Consequently, the writers may select the proper presentation style for their article c Re-writing

Rewriting is the last step of the writing process; it entails writing all drafts and the final product, as well as various more materials, before the writers reach their final drafts Following Murray (1972), rewriting includes proofreading and correcting language, mechanics, and spelling errors To some instructors, this

Gather ideas and form a working thesis/outline

Figure 2.1 Writing process (Lacy, 2017) phase is also known as post-writing In this phase, the writers may include any additional thoughts they deem essential for composing, modifying, and editing their works In this stage, the writers should focus on establishing connections in grammar, mechanics, and spelling The authors will be more certain that their work is fully comprehended in terms of both substance and structure Lacy (2017) suggested a process of writing including six main steps starting from getting to know the writing task to the final stage as a revision or receiving feedback from others (See in Figure 2.1)

As shown in Figure 2.2, Aygün and Aydn (2016) characterize it as a process in which EFL students must engage in a number of metacognitive processes, including brainstorming, planning/outlining, organizing, writing, and revising As shown by Aygün and Aydin (2016), writing a well-developed paragraph or a strong essay in EFL needs clear thought and logical arrangement at each of these phases

With a sense of impatience, EFL students have the tendency to start and complete a writing process as quickly as possible by omitting steps they deem superfluous, such as planning, drafting, and rewriting, since they believe these steps are a waste of time However, Barritt (1981) and Kellogg (1988; 1999) assert that the integration of these processes enables individuals to concentrate on their ideas, hence stimulating their creativity and causing them to develop more ideas in a shorter amount of time Aygün and Aydn (2016) also observe that these phases and the development of their tactics allow pupils to discover and articulate students’ thoughts

The phases of the EFL writing process assist students to reduce their cognitive burden during assignment completion Since the writing process is not considered straightforward, portfolios are seen as a beneficial tool for helping students build effective writing abilities and appropriate planning techniques by keeping track of what they have done and allowing them to reflect on their development E-portfolios may be included into EFL curriculum in the future due to the increased potential afforded by technology in terms of online writing (Zhu

The acquisition of proficient writing skills has been found to positively impact academic performance, employment prospects, and career progression (Reinking et al., 1993) Writing is a cognitive process employed to cultivate and articulate thoughts or viewpoints, as posited by Reinking et al (1993), who assert that writing confers significant advantages onto both authors and readers For authors, the act of writing provides ample opportunity to engage in thorough research and thoughtful contemplation of the ideas they aim to communicate

Porfolios

This section provides an in-depth review of portfolios including both traditional portfolios and E-portfolios in terms of four primary aspects The first part discusses various ways of giving definition for the two type of portfolios Secondly, a comparison of characteristics between paper-based portfolios and E- portfolios is given, and major benefits of E-portfolios are briefed and followed by some of challenges emerging when using E-portfolios for EFL teaching

There are various points of view regarding what exactly constitutes a portfolio or traditional portfolio According to Stiggins (1994), a conventional portfolio refers to a compilation of educational artefacts generated by students, which serve as evidence of their achievements and progress throughout the learning journey These materials are collected either during the learning process or upon its completion According to Stiggins (1994), a portfolio serves as a means of expressing student progress and should not be considered as a method of evaluation (p 87)

According to Norton and Wiburg (1998), a portfolio can be described as a systematic and curated compilation of student work that serves to showcase the student's motivation, academic progress, and degree of achievement (p 237) According to Freeman and Freeman (1994), a portfolio can be defined as a container, such as a box or folder, that holds a collection of diverse information pertaining to an individual student, which has been acquired over a period of time (p 259) The analysis suggests that the definition provided by Freeman and Freeman (1994) does not alter the role of the insight function inside a portfolio

Paulson et al (1991) suggested the following definition of a portfolio: (1)

An assemblage of academic assignments produced by students, serving as evidence of their diligent endeavours, progress, and achievements in one or several academic disciplines (2) Evidence of student self-reflection, selection criteria, merit criteria, and student involvement in material selection must all be included in the collection (p 60)

Both definitions of a portfolio share the common trait that it is a collection of material pertaining to the work of one or more students

E-portfolios are often known by several terms, such as digital portfolios, web-based portfolios, technology-based portfolios, and e-folios The utilisation of this tool has been widely employed across several disciplines (Barrett, 2006; Pelliccione et al., 2005) According to Al Kahtani (1999), an E-portfolio can be defined as a compilation of a student's work that can be accessed over the Internet or a recordable CD-ROM (p 262) In a previous study, Lankes (1995) introduced a comparable methodology for elucidating E-portfolios, emphasising its ability to systematically showcase students' endeavour, advancement, and achievement (p

2) within a technological context According to Lorenzo and Ittelson (2005), the concept of an E-portfolio encompasses a digital compilation of artefacts, encompassing materials, demonstrations, and accomplishments According to DiBiase (2002, p.2), e-portfolios are web-based collections that are personalised and consist of carefully chosen evidence from coursework, artefacts from extracurricular activities, and reflective comments and discussions pertaining to these experiences E-portfolios consist of a curated assortment of exemplary artefacts that are systematically organised, evaluated, and potentially subject to self-assessment

Slaatto (2005) presented the following comprehensive description of E- portfolios: E-portfolios are personal digital collections of information that describe and illustrate a person's learning, career, experience, and accomplishments Technology has revitalized the notion of personal portfolios, which are today considered as an increasingly effective instrument for personal growth The appeal of a digital or electronic portfolio lies in its multidimensional nature: both a tool for learning and an evaluation tool In the context of a knowledge society, where information literacy is crucial, the portfolio may be used to show "the capacity to gather, organize, analyze, and reflect on documents and sources of learning" (p

147) Lorenzo and Ittelson (2005) describe E-portfolios as a digital collection of evidence and artifacts that demonstrates the knowledge, abilities, and accomplishments of an individual or organization These artifacts may be offered in a variety of ways, including documentation and files from recognized projects, evidence of competency and skill development, and relevant experiences and successes

Following Abrami and Barrett (2005) and Barrett (2000), an E-portfolio is

"a digital container capable of holding visual and aural material, including text, photos, video, and sound" (p 2) In this regard, E-portfolios enable students to approach and present evidence linked to their learning in well-organized environments, hence facilitating their future usage Cambridge (2010) proposed E- portfolios as symphonic representations because they "provide a theory, tale, or map that articulates the links between the many contained materials and synthesizes their meaning" (p 136) This may provide weight to the assumption that E-portfolios play a vital part in lifelong learning owing to their efficacy in evaluation and even self-reflection

Based on the aforementioned criteria, E-portfolios might be regarded as one of the most effective instruments for supporting instructors and students in the process of language acquisition, particularly in the development of writing performance

2.2.2 Characteristics of traditional portfolios and E-portfolios

Wanchid and Charoensuk (2015) present a comparative analysis of paper portfolios and E-portfolios (See Table 2.1) E-portfolios offer numerous benefits to instructors and students in the field of EFL, with a special emphasis on writing courses These advantages will enhance both the effectiveness of writing instruction for EFL teachers, as they will have increased opportunities and time to incorporate writing teaching methodologies into their lessons, and the writing proficiency of students, as they will acquire crucial language learning skills and knowledge

Table 2.1 The main characteristics of paper-based portfolios and E-portfolios

No Criteria Paper-based portfolios E-portfolios

• The students’ work is assigned, assessed, and stored on scrapbooks, paper folders, or paper binders

• The students’ work is assigned, assessed, and stored on the computer or a website

• Two-way communication (without time and place restrictions)

• Teachers, classmates, parents, employers, and others

• A privacy feature to limit the audience

• Less interaction and negotiation of meaning

• More interaction and negotiation of meaning with unlimited participation online

• Handwritten feedback assessment of papers

• Typewritten feedback and assessment by posting on students’ E-portfolio website

• Less immediate response from teacher and peers

• More immediate response from teacher and peers

• Less support and lack of a sense of learning community

• Greater support and sense of learning community

No Criteria Paper-based portfolios E-portfolios

• Greater cultural barriers in terms of face- to-face communication, peer response process, and teacher feedback

9 Other facilities • No other facility supports

• Writing facilitated by computer technology functions, such as cutting and pasting

• Allowing students to collect and organize their portfolios in many media such as audio, videos, graphics, and texts (Barrett, 2005)

• Fewer potential feelings of content permanence

• Greater potential feelings of content permanence

• High sense of pride, satisfaction, and accomplishment (Champbell& Schmidt, 2005)

• Difficult to carry to share

• Lost easily and difficult to retrieve or create the same documents

• Easy to carry, share, and transport to a new system (Barrett, 2005)

• Not convenient for many readers to access the content at a time

• Easier to get access to the content and information for audience/less time consuming (Al Khatani, 1999)

No Criteria Paper-based portfolios E-portfolios

13 Skills • No requirement of computer literacy skills

• More general literacy communication and problem- solving skills (Abrami &

• Inconvenient for both formative and summative assessments

• Need more effort to revisit and refine students’ work

• Revise/adapt teacher’s lesson plan

• Revisit and refine students’ work

• Require physical space for storage

• Inconvenient to search, edit, or update

• Easy to organize, maintain, search, edit, link, store, reflect on, and update (Babaee, 2012)

• No extra cost except papers, files, or folders

• Other costs such as time and transportation fees

• Inexpensive after software instalment, but no expenditure if free weblogs and social networking sites are used

E-portfolios offer significant benefits to ESL and EFL students, according to numerous studies According to Williams and Cui (2005), e-portfolios provide a more comprehensive and extensive perspective on students' writing (p 136) The congruence between the E-portfolio learning process and the process-based approach is evident in academic writing The utilisation of e-portfolios has resulted in an increased level of student accountability within the writing and grading procedures Contrary to the aforementioned viewpoint, Williams and Cui (2005) contend that students experience reduced levels of pressure when employing E- portfolios Moreover, they argue that this pressure typically arises from time constraints within the classroom, rather than being attributed to instructors

Several research have provided evidence regarding the advantages of E- portfolios for both students and educators According to previous research conducted by Al Kahtani (1999) and Lopez-Fernandez & Rodriguez-Illera (2009), the implementation of a system that allows students to track their learning progress and instructors to analyse student work more efficiently will be feasible According to Lorenzo and Ittelson (2005), E-portfolios offer a user-friendly environment that facilitates the exchange of ideas and the provision of constructive feedback between students and teachers According to Erice and Ertas (2011), According to Aliweh (2011) and Al Kahtani (1999), learners possess the capability to modify or revise materials by building upon their prior work, hence eliminating the need for rewriting or retyping Furthermore, Barrot (2016) highlights the potential of E- portfolios to provide users with a sense of autonomy This is because students have the flexibility to complete their assignments at their own convenience and at any location they like However, it should be noted that teachers are not obligated to offer continuous feedback during class sessions

Previous study has demonstrated the several benefits associated with the utilisation of E-portfolios in the pedagogical approach to teaching writing According to Valdez's (2010) research, students have the potential to improve their writing skills through engaging in activities such as reviewing, revising, and composing texts on diverse topics Consequently, there was an enhancement in both student engagement and the calibre of their academic output Thang et al

(2012) conducted a study in Malaysia that demonstrated how students were able to enhance their linguistic and soft skills, such as management, communication, and networking

Regarding the constraints associated with E-portfolios, Williams and Cui

(2005) have recognised the initial limitation as the reliability of student work, which is influenced by the flexibility afforded in terms of selecting the timing and location for completing tasks There is a lack of certainty regarding the independent completion of exercises when students are allowed to perform activities outside of the classroom

Facebook application

Facebook is an internet-based platform for social media and networking, facilitating user connectivity with their family and friends, as well as enabling the exploration of local events and the expression of personal thoughts on relevant subjects Currently, the platform has a staggering 2.07 billion monthly active users, including a diverse range of individuals from different origins, cultures, and age cohorts The primary objective of Facebook, as stated by the company itself in

2018, is to facilitate the empowerment of individuals in the process of community building and fostering global interconnectedness According to Shepherd (2015), the age group that predominantly utilises this product is young adults

Further clarification is required for the terms "social networking site" and

"Facebook." A social networking site is a web-based service that facilitates the establishment and cultivation of social connections among people, with a primary emphasis on aligning these connections based on shared interests and/or activities Several well recognized social networking sites include Twitter, Facebook, MySpace, Badoo, and Google Facebook is a widely used social networking platform with a substantial user base of over 845 million active people (Protalinski,

2012) This online platform enables users aged 13 and above to establish and enhance personal profiles, connect with others by adding friends, engage in message exchanges, and participate in online chat discussions Facebook also provides users with the ability to form groups based on personal and professional associations, including educational affiliations (such as schools), workplaces, interests, hobbies, as well as political and religious opinions

The findings of the research suggest that the majority of individuals who use Facebook are mostly students In a research investigation examining the utilization and perceptions of the Internet, it was observed that college students exhibited significant engagement with online platforms such as the Internet itself, as well as popular websites like Facebook, MySpace, and search engines (Rhoades et al., 2008) at a study conducted by Hoover (2008), it was observed that first-year students at a higher education institution often engage with Facebook Additionally, Kolek and Saunders (2008) conducted a quantitative content analysis, which revealed that a significant proportion of students enrolled in public institutions own active Facebook profiles Furthermore, according to Heiberger and Harper (2008), Facebook, boasting a user base of over 100 million active individuals, dominates the industry with an 85% share among four-year colleges and institutions in the United States According to the findings of Roblyer et al

(2010), college students had a higher propensity for using Facebook, whilst faculty members exhibited a greater inclination towards employing conventional Internet tools, such as email Nevertheless, according to recent research findings (Palmer,

2010), it has been seen that young adults who have completed their college education actively engage with both Facebook and Twitter This trend may be attributed to the fact that the user base of these social networking platforms is expanding to encompass those aged 25 and above (Scully, 2009) According to Siegle (2011), it is emphasized that around one in every twelve individuals worldwide have a Facebook account

Significantly, a limited number of research have examined the relationship between gender, age, and Facebook use There exist two studies with limited scope that specifically examine the relationship between gender and participation on the social media platform Facebook The initial study, conducted by Mazman and Usluel (2011), demonstrates that gender plays a significant role in shaping individuals' engagement with Facebook and other social networking activities This involvement encompasses various aspects such as the maintenance of existing relationships, establishment of new connections, and support for academic networking The research conducted by Mazman and Usluel (2011) reveals that a greater proportion of males use Facebook as a form of communication, whilst women choose to employ other social channels for making contact In a separate study conducted by Teclehaimanot and Hickman (2011), it was shown that male participants exhibited a higher level of perceived appropriateness towards student- teacher interactions on Facebook compared to their female counterparts The aforementioned research indicates that there is no significant correlation between age and the perceived appropriateness of the interactions as reported by the users

2.3.2 Reasons to use Facebook application

One of the primary motivations for individuals to engage on Facebook is to facilitate connection with their family members Additionally, for children, Facebook serves as a platform that fosters communication between them and their professors Additionally, there exist other significant rationales for people' utilization of Facebook, a few of which will be examined in the subsequent analysis

The significance of students' engagement on Facebook may be attributed to the communicative relationships they have with their family members Subrahmanyam et al (2008) assert that individuals use the Internet, particularly social networking platforms, as a means to establish or reestablish connections with acquaintances and relatives Additionally, Pempek et al (2009) observe that Facebook is mostly employed for the purpose of engaging in social interactions

In their study, Madge et al (2009) examine the impact of pre-registration on a Facebook university network site on the social networks of students The authors find that new students engage in pre-registration on Facebook with the intention of establishing new friendships and maintaining connections with friends and family from their hometowns Furthermore, Facebook is seen as an internet-based platform for sharing information, which is facilitated via interpersonal engagements (Huang et al., 2010) It also plays a significant role in developing communication proficiencies (Decarie, 2010), as it facilitates the establishment of connections and motivates users to initiate and cultivate relationships (Neibling,

2010) The research done by Charlton et al (2009) examined the relationship between students' communication techniques and the technology accessible to them, specifically focusing on their use of interactive tools on the Facebook platform The findings of the study indicate that the tools provided by the platform have a positive impact on students' engagement and participation According to Hanson et al (2011), college students allocate a significant portion of their personal time to various forms of communication, such as face-to-face conversations, text messaging, phone calls, and engagement on social networking platforms Ryan et al (2011) conducted a qualitative research to examine the role of social networking sites, particularly Facebook, in facilitating the adjustment of doctoral students to both their Ph.D program and a foreign cultural environment Discussions facilitated on the Facebook platform foster diverse information sharing, facilitate the development of social skills, and contribute to the formation of a sense of community among students In a qualitative study conducted by Tucciarone (2009), an examination is made of the many categories of information that students seek on college websites when doing their research on prospective educational institutions The research revealed that prospective college students highly value college student discussion boards on Facebook as research tools, despite the absence of connections to these sites on most universities' official websites According to the study conducted by Pempek et al (2009), college students engage with Facebook for an average of 30 minutes each day Their interactions on the platform mostly include a "one-to-many" communication style, where they spend more time passively consuming material rather than actively contributing their own content Social networking include communication among administrators, parents, and other members of the community (Butler, 2010)

Based on empirical evidence, it has been shown that Facebook facilitates a more seamless exchange of information and interaction between educators and learners Berg et al (2007) provide an example of a university that used Facebook as a tool to enhance its interactions with both students and staff members According to O'Hanlon (2007), educators use Facebook as a means to communicate with and provide information to students Similarly, Sturgeon and Walker (2009) find that faculty members who establish informal relationships with their students via Facebook are very successful Moreover, a study conducted by Mazer et al (2009) investigated the correlation between self-disclosure and perceptions of teacher credibility The findings of this experimental study revealed that teachers who engaged in higher levels of self-disclosure on their Facebook profiles were perceived as more credible compared to teachers who exhibited lower levels of self-disclosure on their Facebook profiles Furthermore, it is worth noting that a certain proportion of university students limited the accessibility of their profiles only to university personnel (Kolek & Saunders, 2008b) Simultaneously, a research conducted by Li and Pitts (2009) reveals that there was no substantial disparity between student use of virtual office hours on Facebook and their utilization of conventional office hours In their study, Teclehaimanot and Hickman (2011) demonstrate that both undergraduate and graduate students see passive behaviors as more suitable than active behaviors while using Facebook as a means of communication with their professors This perception remains consistent regardless of whether the behaviors are shown by the students or the instructors

Research provides more evidence supporting the notion that Facebook should be more easily used as an educational platform According to a research conducted by Bennett (2010), it has been observed that Facebook plays a significant role in facilitating alumni programs to establish stronger connections with possible attendees of reunions Additionally, it has been shown that the use of Facebook considerably enhances communication and engagement among volunteers involved in organizing reunions In a similar vein, the research conducted by Halligan (2010) delves into the use of various online platforms, including websites, email, e-newsletters, and social media platforms such as Facebook, Twitter, and YouTube, by an educational institution to foster engagement and participation among its alumni and student body within the campus community Furthermore, as highlighted by Quan-Haase and Young

(2010), Facebook serves as a means for people to stay informed about the social events taking place inside their social circle According to Brown et al (2009), teenagers use the Internet as a means to get sexual health information, express their sexual identity and aspirations, and establish and sustain relationships Additionally, it is emphasized that teenagers use social networking platforms, such as Facebook or MySpace, as a means of simultaneous communication Facebook has been used as a platform for exploring and understanding teenage identity (Barnett, 2009), establishing and maintaining urban indigenous identities (Lumby,

2010), engaging in conversations on the decision-making processes related to college selection (Ferguson, 2010), and attaching descriptive labels to images (Kramer-Duffield, 2010) Adolescents have used images as a method of self- representation and self-promotion, as noted by Decarie (2010), Karl and Peluchette

Using Facebook in foreign/second language teaching

There is a growing interest among educators and academics in the area of language education about the use of Facebook for pedagogical purposes This is evident in the works of Akbari et al (2015), Barrot (2016), Dizon (2016), Kabilan et al (2010), Ozdemir (2017), Shepherd (2015), Shih (2011, 2013), Wichadee

(2013), and Yen et al (2015).Numerous research have consistently shown that Facebook serves as an effective platform for facilitating language instruction and learning.Several research, including Barrot (2016), Dizon (2016), Shepherd

(2015), Shih (2011), and Wichadee (2013), have specifically examined the influence of Facebook on students' writing abilities In a study conducted by Shih

(2011), the impact of incorporating peer evaluation and Facebook on students' writing skills was examined Through the use of both quantitative and qualitative analysis, the researcher discovered that the implementation of a blended approach significantly enhanced students' writing abilities, knowledge, and motivation This positive outcome was attributed to the flexibility and accessibility offered by Facebook as an e-Portfolio platform in the context of EFL/ESL writing classrooms (Author, Year, p 119) According to her findings, she further said that the meaningful interaction between students had a role in facilitating their progress The aforementioned results were replicated by Wichadee (2013), whose study indicated that the use of Facebook-based peer evaluation had a positive impact on students' ability to enhance their revisions The research findings also indicated that students have a favorable view on the utilization of Facebook This is mostly due to Facebook's interactive nature, which facilitates a more immersive learning environment and enables meaningful interactions among students Shepherd

(2015) conducted a research to explore the incorporation of Facebook inside a writing course, focusing on students' composition practises on the platform The study included a sample of 474 first-year composition students, and it revealed a significant correlation between students' writing behaviours on Facebook and their performance in writing courses Despite their early reluctance to using Facebook for writing objectives, they managed to overcome this inhibition The results of the study indicated that students demonstrated an increased level of awareness about their rhetorical position and spatial context, hence enhancing their proficiency as writers In a study conducted by Dizon (2016), the impact of using Facebook as a platform for writing was investigated in relation to the enhancement of lexical richness, writing fluency, and grammatical correctness among second language learners Following the completion of a 12-week therapy, it was seen that students who used Facebook as a medium for writing shown greater advancements in writing fluency in comparison to students belonging to the control group However, it was discovered that there was no progress in students' grammatical accuracy and lexical richness This lack of development might be attributed to the absence of built-in grading tools in Facebook Out of the several research undertaken, it is noteworthy to mention that Barrot (2016) stands as the only study that has used Facebook as an electronic portfolio platform In the present research, students used Facebook as an electronic portfolio platform within the context of their academic writing courses Through the use of a self-report questionnaire, the researcher discovered that students exhibited a favorable disposition towards a Facebook-based electronic portfolio, which subsequently had a beneficial influence on their writing practices According to student reports, the use of this particular electronic portfolio enabled them to effectively track their academic advancement, identify areas of deficiency in their skill set, and engage in critical self-reflection on their overall performance However, many hurdles associated with the use of Facebook-based e-portfolios have been documented These challenges include difficulties related to internet connectivity, inputting and compiling content, formatting and readability concerns, as well as issues pertaining to anxiety, namely the potential for exacerbating anxiety levels.

Facebook as an e-portfolio platform

The pedagogy of writing instruction in Vietnam, across various educational levels, has undergone a transition from a focus on the final written result to a more comprehensive emphasis on the writing process With the emergence of technology, the field of writing pedagogy has included the ideas of 21st century learning to assist learners in adapting to the demands of the contemporary globalised economy The use of technology in the teaching-learning process is necessary for the implementation of this integration One potential approach to achieve this objective is by using an electronic portfolio (e-portfolio) system However, the adoption of this practise is restricted in many schools and institutions in the Philippines, mostly owing to constraints in infrastructure and inadequate Internet connectivity, particularly in rural regions Notwithstanding these obstacles, a significant proportion of individuals in the Philippines, encompassing both educators and learners, exhibit a high level of familiarity with and engagement in the utilisation of Facebook (Camus, 2018)

According to a comprehensive study, a number of scholarly investigations have substantiated the efficacy of Facebook as a pedagogical instrument for facilitating the acquisition of writing skills (e.g., Barrot 2016, Dizon 2016, Shepherd 2015, Shih 2011, Wichadee 2013) According to accounts provided by both students and professors, the use of a Facebook-based electronic portfolio enhances the students' consciousness about their intended readership and the rhetorical circumstances surrounding their essay compositions Additionally, they indicated an increase in their familiarity with the publishing process and a strengthening of their technical abilities

In addition to its broader readership, instantaneous publication capabilities, adaptability, interactive elements, accessibility, practicality, and attractiveness, Facebook publishing offers two additional benefits for students seeking to enhance their writing skills: social pressure and heightened audience awareness (Barrot,

2016) In the realm of social dynamics, social pressure operates as a phenomenon that has both positive and negative consequences One potential adverse consequence is the induction of worry among students who are aware that their academic assignments will be accessible on the internet The anxiety experienced by students can be attributed to several factors identified in previous research Sánchez et al (2014) suggest that this anxiety stems from a concern for privacy Back et al (2010) propose that it may also be influenced by self-idealization, which refers to an individual's perception of themselves as having an ideal virtual identity Additionally, Shepherd (2015) suggests that peer exclusivity, or the inclination to share information exclusively with acquaintances, friends, or relatives, may contribute to this anxiety.However, this sort of anxiety might be seen as more facilitative rather than incapacitating, as seen by its impact on their writing abilities.Indeed, some students have remarked that the act of posting their work online serves as a source of motivation, prompting them to enhance their performance and engage in deeper introspection on their writing endeavours.One further feature that enhances the efficacy of a Facebook-based e-portfolio in relation to students' writing performance is its capacity to heighten their awareness phase that students engage in throughout the writing process.The aforementioned insight helps students in adapting their material and language to suit their intended audience.

Review of previous studies

Facebook has been deemed a tool with the highest educational potential There are around three billion monthly active users worldwide, according to a recent poll (Facebook, 2020) It is also noteworthy that Facebook's initial intent when it was founded was to provide a platform for people from all over the globe to exchange ideas, interact, and connect with one another This culture has been consistently preserved until the current days Educators and academics have done studies to examine its potential instructional use based on these practical attributes (Manca & Ranieri, 2016; Niu, 2019)

In a number of studies, Facebook really improves engagement, teamwork, and teacher and peer feedback among students (Lampe et al., 2008; Selwyn, 2009; Tapscott & Williams, 2010) Affective factors such as motivation (Blattner & Fiori, 2009; Kabilan et al., 2010; Robelia et al., 2011), self-esteem (Ellison et al.,

2007), positive attitudes and confidence toward learning (AbuSa'aleek, 2015; Kabilan et al., 2010) and anxiety (West et al., 2009) are enhanced when Facebook is used for educational purposes

Following AbuSa'aleek (2015), Facebook may enhance English language acquisition for students in a variety of methods referred to as "frequent updates of grammar, vocabulary, and a great deal of fresh material" (p 62) Particularly, the exposure to authentic language (Blattner & Fiori, 2009) is one of the most prominent advantages of Facebook, along with its function of interaction and communication with flexibility, as students can "communicate at their own pace, consider comments and responses, as opposed to being 'put on the spot' in the physical classroom" (McCarthy, 2010, p 731) It is evident that Facebook helps students improve their writing about their everyday lives and gain mastery over a certain topic (Dippold, 2009)

2.3.1 Previous studies on teaching EFL writing in Vietnam

In the study of Trinh and Nguyen (2014), they indicated that EFL instructors play a vital role in writing courses in the southern region of Vietnam The professors impart information, and their learners serve as knowledge receivers and mimics, with little opportunities for pair or group work Teachers are the only individuals who offer feedback to their pupils This leads in pupils' indifference for their education In the classroom activities, the instructor does not present learners with exploration assignments to foster their learning autonomy

In accordance with Trinh and Nguyen (2014), in academic writing courses in the southern region of Vietnam, EFL instructors most often give students a subject and a sample text Teachers then study the example sentences and terminology from the model texts in order to teach learners grammatical structures; although, how and what is written are seldom explored (Tran, 2007) Consequently, the communication goal and intended audience of the works have been neglected The instructional emphasis is less on the substance of the sample texts and more on their linguistic form When students write their own ideas on paper, they are unaware of the significance of writing process and writing strategy expertise Due to this reason, students are unable to generate a written text unless they are provided a subject for writing that is comparable to the one their educators have taught them In addition, students consistently repeat the same errors since they do not adhere to the writing process, especially the preparation and rewriting phases

A teacher must have effective writing instruction strategies to direct their students Nunan (2003) recommended a number of approaches and assignments for teaching writing Prior to writing, one of the important responsibilities is to engage in brainstorming Individually, in couples, or in small groups, students might generate a list of potential ideas connected to the specified subject via brainstorming This stage may be completed verbally or in writing without prior preparation Another important writing tool is word mapping In other words, the word mapping is described as a visual type of brainstorming because students make word maps by beginning with a concept in a familiar location on paper, such as the center or the top, and then creating related ideas in boxes, circles, or any other shapes to illustrate their link Students may use fast writing when they need to write on a subject quickly

2.3.2 Previous studies on Facebook in EFL teaching and learning writing

The impact of Facebook on the pedagogy of writing and its effects on the learning process have been the focus of limited scholarly investigations The study conducted by Shepherd (2015) examined the manner in which students perceive composition and literacy practises on Facebook, and identified a correlation between Facebook usage and activities in the writing classroom The students' comprehension of their audience was enhanced through the utilisation of several creating strategies Amicucci (2017) found similar outcomes for the development of pupils' reading proficiency

The research conducted by Tananuraksakul (2014) and Kitchakarn (2016) examined the responses of students towards writing instruction implemented through Facebook The results indicated that Facebook was perceived as a convenient, valuable, and captivating platform for enhancing writing skills Furthermore, students exhibited increased motivation to actively engage in their learning process In a study conducted by Dizon (2016), an experimental research design was employed to evaluate the effects of utilising Facebook as a platform for writing on the writing proficiency of second language learners The study specifically focused on assessing improvements in fluency, lexical resource, and grammatical accuracy The results of this study indicated that the use of Facebook resulted in a greater improvement in students' writing fluency compared to the control group

In a study conducted by Shih (2011), the researcher examined the effects of incorporating Facebook and peer review into the context of English writing The use of this pedagogical approach resulted in enhanced writing proficiency, knowledge acquisition, engagement, and motivation among students, achieved through active involvement on the Facebook platform and constructive review by their peers In a study conducted by Wichadee (2013), it was shown that the integration of Facebook and peer feedback resulted in enhanced writing skills among students This improvement can be attributed to the creation of a participatory learning environment facilitated by Facebook, which allowed students to effectively provide feedback and cultivate a more positive mindset According to a study done by Ping and Maniam (2015, p.35), students acquire new vocabulary and writing patterns through the examination of their classmates' comments and postings

2.3.3 Previous studies on Facebook-based portfolios

In a study conducted by Aydin (2014), the author examined the perspectives and opinions of students in relation to the utilisation of Facebook as a platform for creating portfolios, which was referred to as F-portfolio The vocabulary and grammatical proficiency of the students shown improvement, leading to good outcomes in their reading and writing capabilities, as well as other language acquisition skills According to Barrett's (2000) study, students who utilised portfolios on Facebook demonstrated superior performance compared to those who used traditional portfolios This advantage can be attributed to the adaptability, engagement, and social pressure facilitated by the Facebook platform

In a study conducted by Barrot (2016), the impact and challenges of utilising Facebook-based portfolios in ESL writing were examined The findings indicated that this tool afforded students increased opportunities for self-reflection, progress monitoring, and showcasing their written work, particularly those demonstrating notable achievements The students who made use of Facebook encountered several challenges, such as encountering technological issues related to formatting and inputting messages, viewing content, and compiling information The aforementioned concerns were effectively addressed in a subsequent study conducted by the same authoritative researcher The concept of audience significantly captivated the students who participated in the survey during the writing process, leading to a higher quality of written work Barrot (2020) emphasised the significant findings of this study that challenged the misconceptions around the educational utility of Facebook

In conclusion, it is imperative to utilise Facebook-based portfolios for educational objectives, specifically in the context of evaluating students' writing proficiency While numerous studies have been undertaken on this matter in Vietnam, there is a limited utilisation of Facebook as a platform for E-portfolios among researchers It is worthwhile to adopt a more in-depth strategy by utilising Facebook-based portfolios to examine the overall writing proficiency of Vietnamese students, with a specific focus on high school students

The chapter presents key theories pertaining to e-portfolios and the utilization of Facebook-based e-portfolios in the context of EFL writing classes The initial section presented a diverse range of definitions pertaining to writing skills, emphasized the need of imparting and acquiring writing skills, and delineated the attributes associated with effective writing The subsequent section of this study delves into the foundational aspects of e-portfolios as discussed in existing literature It explores the definitions and essential characteristics of e- portfolios, as well as the utilisation of Facebook-based e-portfolios in the context of teaching and evaluating the English writing process This paper provides a synthesis of empirical research papers examining the impact of e-portfolios on students' writing skills.

METHODOLOGY

Research questions

In conducting this research, With the purpose of investigating the impacts of using E-portfolios as a tool to improve high school students’ writing ability and their attitudes towards this technique, the research attempts to answer two main research questions were formulated:

(1) How does the application of Facebook as an E-portfolio improve Vietnamese EFL students’ writing performance?

(2) What are Vietnamese EFL learners’ and instructors’ attitudes towards Facebook as an E-portfolio in English writing performance?

There is also a set of two sub-questions to support the main research questions and the aims of this study, as follows:

(3) What are perspectives of Vietnamese EFL students regarding the contribution of the Facebook-based E-portfolio to their writing performance? Do various independent factors, such as gender, computer ownership, familiarity with Facebook, frequency of Facebook visits, and amount of time spent on the E-portfolio, have an impact on the attitudes and perception of the students?

(4) What challenges do Vietnamese EFL students have while engaging in the Facebook-based E-portfolio learning process?

Research design

To select an acceptable research method, a variety of aspects must be considered, including the study's objectives, the availability of resources, and the number of participants (Dornyei, 2007) The integration of quantitative and qualitative data collection and analysis has gained considerable traction in the field of social sciences (Creswell, 2003) It is evident that the integration of quantitative and qualitative data in mix methods research offers a comprehensive and precise understanding of the second language learning process (Rocco, Bliss, Gallagher, Perez-Prado, Alacaci, Dwyer et al., 2003) Mixed methods may be used in both case study and action research methodologies, using various data collection techniques such as observation, interviews, open-response questionnaire questions, verbal reports, and diaries

Mixed methods research is a research approach that encompasses established protocols for the systematic collection, analysis, and integration of both quantitative and qualitative data within a study This approach is guided by three fundamental characteristics: (a) timing, which pertains to the specific sequence or order in which quantitative and qualitative data are collected and analysed; (b) weighting, which refers to the relative importance assigned to each type of data in the study; and (c) mixing, which involves the manner in which quantitative and qualitative data and their corresponding outcomes are combined throughout the research process (Creswell & Plano Clark, 2007)

In comparison to quantitative and qualitative research, mixed methods research is a developing area of study that may get less recognition than established research traditions The term "mixed methods research" refers to a systematic approach in which both quantitative and qualitative data are collected, analysed, and integrated at various stages of a research project, with the aim of gaining a more comprehensive understanding of a research subject (Creswell, 2012) In the context of mixed methods research, the researcher employs a combination of quantitative data, obtained via closed-response items on questionnaires, and qualitative data, derived from face-to-face interviews, image descriptions, and similar sources, in order to enhance the comprehensiveness of the study's research inquiries The concept of "mixing" denotes the integration and/or connection of data or results at one or several junctures throughout the investigation Numerous models and designs have been extensively examined in the existing body of mixed methods literature (Creswell & Plano Clark, 2007; Greene, Caracelli, & Graham,

1989; Morgan, 1998) Among these, the four most commonly employed mixed methods designs are the Explanatory Design, Exploratory Design, Triangulation Design, and Embedded Design

The Triangulation Design is widely recognised as the predominant mixed techniques design, characterised by its intricate nature The word "triangulation" is derived from its use in surveying and ship navigation, when several measurements are employed to provide the most accurate estimation of a certain place, such as the apex of a triangle (Jick, 1979) The implementation of the Explanatory and Exploratory Designs is facilitated by the sequential nature of data gathering and analysis in each phase However, in the Triangulation Design, both quantitative and qualitative data are gathered concurrently For example, simultaneous administration of a questionnaire and conducting focus group interviews is used, including the same participants Subsequently, a researcher proceeds to compare the quantitative and qualitative findings Frequently, researchers use a questionnaire to gather both quantitative and qualitative data, whereby closed-ended questions are utilized to elicit numeric responses, while open-ended items are employed to elicit qualitative responses The use of triangulation design is particularly advantageous when a researcher aims to concurrently gather both quantitative and qualitative data pertaining to a singular

(Adopted from Lopez & Tashakkori, 2006) occurrence, with the intention of comparing and contrasting the diverse findings in order to generate robust and verified conclusions (Creswell et al., 2003)

This research employs the mixed methods because these methods permit the investigation of the effect of a treatment (Creswell, 2012), such as the usage of E-portfolios in students’ writing performance in this study A questionnaire is supplied to obtain the attitudes of the participants about the intervention (Krosnick,

2018), and a semi-structured interview is also employed to achieve the goal of obtaining more information, which is utilized as supporting evidence for the questionnaires results (Harris & Brown, 2009).

Research participants

The study includes 300 students in grade 12 studying in the academic years 2022/2023 at high schools in Binh Duong Province (Vo Minh Duc high school, Nguyen Trai high school, and Tran Van On high school) There are 15 teachers who teach the control and experimental groups at high schools in Binh Duong province A class of in each high school was randomly chosen to be the experimental group that used E-portfolios during the three-month period The other was assigned to be the control group, being taught using conventional methods.

Research instruments

The researcher used a variety of tools to acquire the essential data A pre- test and post-test, based from Cambridge's proficiency assessments, were used to evaluate their writing performance at the beginning and the end of the research implementation A multi-section questionnaire includes four main sections: (1) a background questionnaire, (2) a Facebook-based attitude scale, (3) a portfolio contribution questionnaire, and (4) a portfolio problem questionnaire This questionnaire was sent to gather information on the attitudes of the students toward the usage of the Facebook-based E-portfolio, its contribution to students’ writing performance and problems encountered during the learning process via Facebook

A semi-structured interview is employed to collect information regarding instructors’ attitudes towards the E-portfolio approach in learners’ writing performance In the sections that follow, these instruments are described in detail

The primary textbook used in this research is Tiếng Anh 12, published by Vietnam Education Publishing House (2006) This material is also the primary source for teaching English at this grade level throughout the first semester, and other handouts that may be required The book has ten units covering a variety of writing themes and goals, including a letter, an article, an essay, and a brochure Each writing part includes specific directions and practice activities so that students may generate writing that meets the predetermined objectives In this study, participants will practice writing in the manner described above on a variety of themes

3.4.2 Pre-test and post-test

Before and after the adoption of the new teaching style, the participants' writing skills were evaluated with the use of standardized examinations These assessments were taken from the writing section of Cambridge's Preliminary English Test (PET) and were comparable to the writing activities in the course book, requiring students to write 100 to 150 words on a variety of themes and in various formats, such as a letter, a posting, an essay, or a brochure In addition, this sort of exam aids students in their writing by offering information on context, purpose, and intended audience Using these indications, pupils have little trouble crafting a piece of writing In addition, each exam lasts 45 minutes, giving students sufficient time to generate ideas, vocabulary, and grammar for their writing Participants were expected to be acquainted with the examinations' subject matter, structure, directions, and time constraints

The Cambridge English Writing Assessment Scale for level B1 according to CEFR level was used for exam scoring This scale was chosen since it was meant to assess both the learners' writing abilities and their English proficiency in certain exam scenarios Regarding utilizing this grading scale, the researcher might achieve dependability and validity of the data, therefore lowering graders' discrepancy (Hughes, 2003) Content, communicative accomplishment, organization, and language are the four major components of the grading system

Students' writing will be graded according to the extent to which each of the aforementioned criteria is met Each component will be examined and graded based on five bands ranging from 0 to 5 (see Table 2.2) Totaling 20 points, if the student achieves the maximum score for each assignment, and 40 points for the whole exam

Table 3.1 Marking scales for placement test (Extracted from “Assessment writing for Cambridge English qualifications: A guide for teachers”, n.d., p 25)

All content is relevant to the task

Target reader is fully informed

Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas

Text is generally well organised and coherent, using a variety of linking words and cohesive devices

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common texts

Uses a range of simple and some complex grammatical forms with a good degree of control Errors do not impede communication

4 Performance shares features of Bands 3 and 5

Minor irrelevances and/or omissions

Uses the conventions of the communicative

Text is connected and coherent, using basic

Uses everyday vocabulary generally appropriately, while

Achievement Organisation Language may be present

Target reader is on the whole informed task in generally appropriate ways to communicate straightforward ideas linking words and a limited number of cohesive devices occasionally overusing certain texts

Uses simple grammatical forms with a good degree of control While errors are noticeable, meaning can still be determined

2 Performance shares features of Bands 1 and 3

Irrelevances and misinterpreta tion of task may be present

Target reader is minimally informed

Produces text that communicates simple ideas in simple ways

Text is connected using basic, high- frequency linking words

Uses basic vocabulary reasonably appropriately

Uses simple grammatical forms with some degree of control Errors may impede meaning at times

Target reader is not informed

The data gathering tools used in this study included a background questionnaire, the Facebook-based E-portfolio Attitude Scale Questionnaire (FAS), the Portfolio Contribution Questionnaire (PCQ), and the Portfolio Problem

Questionnaire (PPQ) The background questionnaire inquired about many demographic factors of the students, including their age, gender, computer ownership, acquaintance with Facebook, frequency of Facebook visits, and the length of time spent on Facebook as an e-portfolio The FAS was derived from the Computer Attitude Scale, which had been originally developed by Papanastasiou and Angeli (2008) It consisted of a total of 14 questions that were designed to assess the attitudes of EFL students towards Facebook as a platform for creating electronic portfolios The questions within the FAS were assessed using a five- point Likert scale, with responses ranging from 1 (indicating complete disagreement) to 5 (indicating complete agreement) The PCQ, which was designed by Aydin (2010), included of statements that assessed the impact of Facebook as an E-portfolio on EFL acquisition The PPQ, as conceptualized by Aydin (2010), was developed with the objective of examining the challenges encountered in the Facebook-based e-portfolio procedure The responses in both the PCQ and PPQ were evaluated using a five-point scale, with values ranging from one to five (where one represents "never," two represents "rarely," three represents "sometimes," four represents "usually," and five represents "always")

Following receiving written consent from the aforementioned authors and the faculty administration, the background questionnaire and scales were given to the participants once, subsequent to the fulfilment of the Facebook-based E- portfolio procedure The data that was obtained was subjected to analysis using the SPSS program The researchers calculated reliability coefficients using Cronbach's Alpha, which served as a metric for assessing internal consistency (Allen & Yen,

2002) Subsequently, the descriptive statistics were obtained for the FAS, PCQ, and PPQ In order to achieve these objectives, the mean scores and standard deviations of the stated frequencies were calculated The study employed a T-test to evaluate the potential differences in mean values between two distinct populations on the measurement Additionally, an ANOVA was conducted to analyze the observed variance in a specific variable and determine the contributions of various sources of variation These statistical analyses were and statements in the FAS, PCQ, and PPQ T-tests were used to evaluate any disparities between genders and between those who possess computers and those who do not, with regards to the questions and statements included within the FAS, PCQ, and PPQ Furthermore, the analysis of variance (ANOVA) was used to establish the associations between the items and statements in the FAS, PCQ, and PPQ, and the variables of age, familiarity with Facebook, frequency of Facebook visits, and duration of time spent on Facebook-based E-portfolio

Table 3.2 Questionnaire about the Facebook-based E-portfolio Attitude Scale

(FAS) (Adapted from Papanastasiou & Angeli, 2008)

1 I am at ease with the thought of using Facebook as a platform for writing in English

2 I am bothered by the usage of Facebook for English writing

3 I won't know what to do if anything goes wrong while I'm studying on Facebook

4 I am sceptical about the concept of utilising Facebook to write in English

5 I'm fascinated by Facebook as a writing environment

6 I am afraid of using Facebook to write in English

7 Facebook is a great place to practise writing in English

8 Facebook influences how I write in English

9 I can write just as well on paper as I can on Facebook

10 Because it is difficult to utilise, Facebook is not favourable to writing in English

11 Using Facebook to write in English helps me comprehend things more effectively

12 Using Facebook for English writing helps me write because it enables me to express myself in new and diverse ways

13 Using Facebook to write in English helps me study more effectively

14 Using Facebook for English writing is not conducive to effective English writing since it causes technological issues

Table 3.3 The Portfolio Contribution Questionnaire (PCQ)

15 I learnt how to structure a paragraph and construct a composition

16 Before I began writing, I learnt how to brainstorm

17 Before I began writing, I studied about clustering

18 Before I began writing, I learnt to create an outline

20 I learnt how to provide helpful feedback

21 I learnt how to identify errors in paragraphs and essays

22 I learnt how to categorize errors in paragraphs and essays

23 When I review paragraphs and essays, I now employ a checklist

24 I benefited from peer and teacher feedback

25 To recognize and fix my errors

26 To revise my paragraphs and essays

27 I learned about paragraph and essay development approaches and procedures

28 I learned the characteristics of a paragraph and essay

29 I learned the parts of a paragraph and essay

30 I learnt how to write paragraphs and essays that are coherent

31 I learnt how to structure unified paragraphs and essays

32 I learned how to produce original paragraphs and essays

34 I started writing in English without first translating from Vietnamese

35 I learnt to express my views, emotions, and thoughts

Table 3.4 The Portfolio Problem Questionnaire (PPQ)

36 Writing every week is tedious.

37 Keeping a portfolio takes much too much time.

39 Keeping a portfolio hinders creative writing.

The most challenging aspect of portfolio keeping is:

41 To identify all errors in paragraphs and essays

42 To use a checklist to check the writing

43 Activities for getting ready to write

46 To compile a list of revisions

47 To write the second and third drafts

48 To look up the proper words

52 My partner's negative comments irritate me

53 My teacher's negative comments irritate me

The semi-structured interview, although widely used, might be considered a compromise since it incorporates elements from the other styles, as noted by Dornyei (2007, p 136) The researcher has knowledge on the necessary themes to be addressed and, to a significant degree Consequently, a certain level of comparison becomes feasible A semi-structured interview is characterized by the interviewer possessing a comprehensive understanding of the subjects that need discussion, maybe even having a predetermined sequence for these topics However, the interviewer remains open to the possibility of the interview taking unforeseen paths that unveil significant new areas of exploration In concluding a very effective interview, the interviewer will have ensured comprehensive coverage of the predetermined subjects, while the respondent will have a sense of active engagement in a purposeful dialogue One aspect of proficiency in using this particular interview format is facilitating a natural progression of the interview, so ensuring that the responder does not see their role as just answering a series of questions

The semi-structured interview: The semi-structured interview in English was also employed to explore teachers' attitudes towards the application of e- portfolios in their writing lessons In a qualitative study, semi-structured interviews are often employed and are the most prevalent source of qualitative data in research This technique for data collection often involves a conversation between the researcher and the participants, led by a flexible interview process and augmented by follow-up questions, probes, and comments The technique enables the researcher to gather open-ended data, investigate participants’ views, attitudes, and views about a certain subject, and dig deeply into personal and, at times, sensitive matters (DeJonckheere & Vaughn, 2019) Three open-ended questions (adapted from the research of Yastibas & Cepik, 2015) are provided for the teachers in charge of the experimental group to discover teachers’ attitudes towards the application of e-portfolios and reveal challenges and technological drawbacks when students use e-portfolios to improve writing ability: (1) What are major drawbacks of e-portfolios for students to improve writing ability? (2) What are the influences of the application of e-portfolios on the part of the teachers? (3) What are teachers’ requirements when it comes to the application of e-portfolios?

As several participants who joined the interview sections had their own personal concerns and specific scheduling difficulties, they were each questioned separately at a time that was convenient for them In order to efficiently analyze the interview results, all of the meetings were carefully recorded with the agreement of the participants and reexamined afterward The research group assured the respondents that their responses would not be used in any way other than for the purpose of the study, and they made it very apparent that the data would not be used for any other reason After completing the interview, the researchers re- listened to the audio, input the data into Microsoft Excel, and then began to analyze and contrast the various participants' comments.

Procedures of data collection

The investigation was carried out between the middle of February and the ending of May 2023, and it consisted of three primary stages: (1) the administration of the placement exam; (2) the incorporation of portfolios based on Facebook into the teaching and learning of English writing; and (3) the collection of data via the post-test, the questionnaire, and the interview

Table 3.5 Procedures for data collection

1 Pre-test Students in both groups did a pre-test

Uploading an essay about the endangered species Peer and teacher feedback

Uploading an online posting about an artificial intelligence product that you impress

Uploading your curriculum vitae that your experience and skills are emphasized

5 Progress test Mid-term Test

Uploading job application letter applying to a company that you admire

Uploading an opinion essay about your own barriers to lifelong learning Peer and teacher feedback

8 Assessment Students in both groups did a post-test

9 Questionnaire Students in the experimental group responded to a questionnaire

10 Interview Teachers in charge of the experimental group answered the interview questions

Prior to their participation in the research, the pre-test served as a placement exam to evaluate the students' English writing skills This test's findings were gathered and analyzed in order to compare them to those of the post-test The participants got 45 minutes to complete the writing activity during the exam To verify the trustworthiness of the grading procedure, each essay was scored by three individuals: the researcher and two other English instructors from the same school

The evaluators worked on separate scoring sheets to ensure the uniformity of the grading marks The final score for each participant was determined by averaging the scores of the three raters

3.5.2 Administration of writing tasks a For control group

Students in this class resumed their studying as normal The course book served as the basis for the development of the writing lessons This group's instructional strategy was likewise based on conventional pedagogical approaches, in which students were taught to complete writing performance in class step by step and submit their written products for instructor comments If more time was required, students might finish the activities as homework at home b For experimental group

During the first week of research, the instructor, who was also the researcher, established a Facebook page for the writing class According to the school's curriculum, the students were instructed to work individually for one month and in groups for one month before the planned final exam

As in groups, the participants were permitted to submit their work in PowerPoint Presentation format or any other form that was most convenient for them Individuals were just required to publish their own work in Word or Google Docs format to their Drive and upload the Links to the Facebook group so that the instructor could provide immediate comments on their writing The flexibility was designed to enable pupils to master as many technical platforms as possible for their writing

After the E-portfolio program concluded, all participants in the two groups completed a second writing exam, known as a post-test The format of this exam was identical to the pre-test, with the exception of the tasks Along with the findings of the pre-test, the researcher performed studies to assess the efficiency of E-portfolio deployment in writing classes

After the E-portfolio program concluded, all participants in the two groups completed a second writing exam, known as a post-test The format of this exam was identical to the pre-test, with the exception of the tasks Along with the findings of the pre-test, the researcher performed studies to assess the efficiency of E-portfolio deployment in writing classes

The purpose of the questionnaire was to discover the attitudes of the experimental group's learners concerning the usage of E-portfolios In order to get trustworthy data, the researcher provided comprehensive instructions to the students prior to their responses If a student had trouble understanding a question on the questionnaire, he or she was urged to request more clarification The students got 15 minutes to complete the questionnaire following the instruction

The researchers selected 03 academic managers and 15 random teachers to share their opinions in the interview section Due to the fact that several participants who joined the interview sections had their own personal business and certain scheduling difficulties, they were each questioned separately at a time that was convenient for them Additionally, in order to efficiently conduct the finding outcomes during the interview, the researchers recorded the meeting in order to examine it afterward with the agreement of the participants The researchers assured the respondents that their responses would not be used in any way other than for the purpose of the study, and they made it very apparent that the data would not be used for any other reason After completing the interview, the researchers re-listened to the audio, input the data into Microsoft Excel, and then began to analyze and contrast the various participants' comments

The chapter provided a comprehensive exposition of the research methods employed in this article Additionally, the chapter provided details regarding the target population of the study In addition, a comprehensive description of the tools and methodologies employed for data collection, as well as the techniques utilised for data analysis, was provided The results of the investigation will be disclosed in the subsequent section.

RESULTS AND DISCUSSION

Results from the pre-test and post-test

In response to the first research question, ‘How does the application of Facebook as an E-portfolio improve Vietnamese EFL students’ writing

Figure 4.1 Means and standard deviations of writing scores for the experimental group on the pre-test performance?’, the results of a pre-test and post-test were analyzed and discussed The scores of the writing tests were analyzed by a statistical software called Statistical Package for the Social Sciences 20 (SPSS-20) The results of the Descriptive Statistics Test on students’ writing scores will be presented in Figure 4.1

This grading system contains four different factors that are used to determine marks: content, communicative accomplishment, organizational structure, and usage of language Because the highest score for each criterion is five marks, the overall score for the exam will be forty points, and it will consist of two separate assignments The results of the pre-test given to both groups are summarized in Table 4, which reveals that the students in the experimental group achieved significantly higher marks on the test than those in the control group The group that participated in the experiment had the lowest score, which was 27, while

Figure 4.2 Means and standard deviations of writing scores for the control group on the pre-test the other group had the lowest score, which was 25 As the maximum score of these two groups remained the same, which was 36 out of 40, it is evident that the writing skills of the students in both groups were still comparable Their scores were scattered throughout a broad range, which ranged from 25 to 36, making it obvious that their writing levels were still comparable As there was not a single student who had a score lower than 25, this indicates that all of the students were placed in bands 4 and 5 according to the grading rubrics for writing

A comparison of the scores that both groups obtained on the study's pre-test may be seen in the bar charts that are shown in Figures 4.3 The totals were broken up into three groups, each of which ranged from 25 to 36 points The scores were dispersed in a manner that was approximately equivalent across all of these categories for the group that served as the control For instance, the two groups with scores ranging from 29 to 32 and 33 to 36 each accounted for nearly 40% of the total, whereas the other group grabbed one fifth of the total However, with regard to the group that was subjected to the experiment, the proportions of the three groups were highly variable It would seem that the proportion of people at the highest level (from 33 to 36) was more than twice as large as the percentage of people in the lowest category, which was 19% In addition, the rate of individuals

Experimental group Control group Range 25-28 Range 29-32 Range 33-36

Figure 4.3 A comparison of the scores that both groups on the pre-test in the other category, those with ages 29 to 32, accounted for almost one third of the entire percentage

A post-test was conducted to both the experimental group and the control group after the implementation of the use of the Facebook-based E-portfolio in writing sessions for the experimental group in order to assess whether or not students' writing skills had improved as a result of the usage of Facebook as an E- portfolio Figure 4.4 and Figure 4.5 contain the results of this exam, including the mean scores and standard deviations for each group

Figure 4.4 Means and standard deviations of writing scores for the experimental group on the post-test

Figure 4.5 Means and standard deviations of writing scores for the control group on the post-test

The data presented in Figure 4.4 and Figure 4.5 indicates that the average score of the treatment group was significantly higher than that of the control group by a margin of 2.87 (M6.72; SD=1.784 compared to M3.85; SD=1.975) Upon comparing the results of the pre-test (refer to Figure 4.3), it was seen that the mean scores of both groups exhibited a rise In relation to the experimental group, there was a statistically significant increase in the mean score of the post-test by 5.1 points compared to the pre-test Specifically, the pre-test mean score was 31.62 (SD=2.987), while the post-test mean score was 36.72 (SD=1.784) Regrettably, the control group exhibited a somewhat lesser increase in the average score from the pre-test to the post-test measurements (M1.59; SD=3.213 and M= 33.85; SD=1.975, respectively)

The findings of the preceding analysis reveal that the implementation of E- portfolios has generated a major impact as anticipated The capacity of the students who participated in the research to write effectively was significantly enhanced after learning with this current technique as opposed to the one that was more traditionally used

The results of the post-test writing assessments administered to both groups of students are shown in Figure 4.3 It is possible to discern between the two groups based on the chart's illustration of the distribution of score ranges To be more exact, 28% of the students in the control group had scores between 28 and 32, but just a couple of the students in the treatment group received these scores The number of students in the experimental group with these scores ranged from 33 to

35, and it was three times lower than the number of students in the other group By a margin of 45%, more students in the treatment group reached these scores between the scores of 36 and 38 than in the other group It is significant to note, however, that students in the experimental group earned the highest scores on the exam with 17%, namely 39 and 40, whereas students in the other group could only reach 3% of the possible points

Figure 4.6 A comparison of the scores that both groups on the post-test

Table 4.1 Students’ writing scores of experimental groups in pre-test and post- test from the t-test analysis

Paired Sample Test t df Sig

Confidence Interval of the Difference Lower Upper

According to the data shown in Table 4.1, the significance value of the scores observed in the experimental group before to and after the implementation of e-portfolios is about 0.000, indicating statistical significance at a level lower than 0.05 The acceptance of the first hypothesis suggests that the use of e- portfolios has a notable influence on the writing proficiency of students The findings from the assessment of both the experimental and control groups subsequent to the implementation of e-portfolios indicate a marginal disparity between these cohorts The findings derived from the experimental group demonstrated that students exhibited enhanced writing proficiency while receiving instruction via the use of e-portfolios or portfolios based on Facebook

Table 4.2 Frequency distribution of post-test scores of two groups

Number of students who got the scores Scores 29 30 31 32 33 34 35 36 37 38 39 40

Furthermore, the present study provides statistical data about the distribution of results on the post-test, as shown in Table 4.2 The purpose of this analysis is to provide a comprehensive examination of the influence that E- portfolios have on students' writing competence Upon examination of the test result distribution among both groups and subsequent comparison based on score ranges, it becomes evident that a significant disparity exists The experimental group exhibited a statistically significant disparity in the frequency distribution of scores between the range of 36 to 40 compared to the range of 33 to 35 Furthermore, a significant proportion of the participants in this cohort exhibited scores that were situated between 36 and 40, while the individuals in the alternative cohort had a wider spectrum of scores, spanning from 28 to 38

4.1.3 Comparison of the control group and the experiment group's results

Based on the primary research objective, which seeks to examine the impact of E-portfolios on the enhancement of writing proficiency among high school students studying English as a foreign language (EFL), the outcomes obtained from the t-test analysis depicted in Figure 4.7 demonstrate a notable disparity in the average scores of writing achievement between the control group and the experimental group

The mean score for the experimental group, following the implementation of E-portfolios, was 36.72, while the control group had a mean score of 33.85 The disparity between these two groups is evident, with a magnitude of 2.87 The results indicate a statistically significant difference in scores between the experimental and control groups, with the experimental group exhibiting higher scores than the control group In essence, the writing proficiency of students in the experimental group improved subsequent to receiving instruction on utilising E- portfolios as a tool for writing

The value of these questionnaires uses the calculation tool named SPSS 20 The researchers calculated reliability coefficients using Cronbach's Alpha, which served as a metric for assessing internal consistency The reliability coefficients for the FAS, PCQ, and PPQ were 0.764, 0.84, and 0.85 respectively (See Table 4.3), suggesting that the instrument for collecting data is very trustworthy and reliable The data indicates that the PCQ and PPQ exhibit a high degree of reliability, whereas the reliability of the FAS is at a moderate level

Table 4.3 Reliability statistics of the clusters in the multi-section questionnaire

Before Treatment After Treatment Control groups Experimental groups

Figure 4.7 Comparison of the mean scores between the control group and experimental group before and after the treatment

The background questionnaire that was administered to the participating students delved into several significant and vital aspects of their online presence and activities The questionnaire meticulously gathered pertinent data on various aspects of the student's characteristics and online activities The questionnaire explored various aspects of the students, including their gender, computer ownership, familiarity with Facebook, frequency of Facebook visits, and the extent of time they spent browsing through and updating their Facebook-based e- portfolios The questionnaire collected a wealth of relevant and essential data that greatly enhanced the validity and reliability of the study, allowing for a more nuanced and insightful analysis of the research findings The detailed and probing nature of the questionnaire allowed the researchers to gain a more profound understanding of the participants' online behaviors and attitudes, thereby providing a more comprehensive and informative picture of the participants' habits and attitudes toward the Facebook-based e-portfolio

Results from the interview

Interviews with participants were designed in a semi-structured format, and they were used to collect qualitative data for the qualitative research approach

There are three key open-ended questions that are offered for educators who are supervising the experimental group The purpose of these questions is to analyse instructors' perceptions regarding the utilisation of e-portfolios and to reveal hurdles and technological constraints that students faced while using e-portfolios to better their writing abilities The following are three questions to consider: (1) What are major drawbacks of e-portfolios for students to improve writing ability?

(2) What are the influences of the application of e-portfolios on the part of the teachers? (3) What are teachers’ requirements when it comes to the application of e-portfolios?

The technical issues that are related to the first interview question were the primary focal point of the remarks made by the instructors According to Teacher

1, it is very difficult for children and adolescents to succeed in today's world when they have restricted or no access to the internet The students that were indicated above were unable to participate in the class Teacher 2 said that the use of e- portfolios is a big obstacle for certain students since they do not have access to various electronic equipment

While responding to the second interview enquiry, Teacher 3 stressed the significance of possessing a complete knowledge of technological competence, such as the capability of operating a learning management system with ease to assist the collection of written work produced by students Teacher 3 was responding to a question that was posed by the interviewer Teacher 8 believes that it is critical to thoroughly plan and arrange e-portfolio activities in advance of each and every lesson

In light of the final interview question, a single instructor said that the usage of e-portfolios to develop students' writing competence did not affect their pedagogical approach or evaluation techniques related to writing skills in their instructional sessions This response was given in light of the fact that the interview question had been presented at the end of the interview A large number of educators are of the opinion that the use of e-portfolios has had a positive influence, although one of various degrees, on their professional practices These teachers are in the agreement that participating in extracurricular activities like e-portfolios may be beneficial for those who are learning a language E-portfolios created by students act as concrete evidence of the students' personal development as well as their proficiency in the target language.

Discussion

4.4.1 Effects of E-portfolios on the students’ essay writing

The examination results of both the experimental and control groups demonstrated a slight disparity between the two cohorts in comparison to the time period before the beginning of e-portfolios This was the case after the implementation of e-portfolios In essence, the findings that were collected from the experimental group suggested that students exhibited improved writing skills when they were trained through the utilization of E-portfolios or portfolios that were based on Facebook On the other hand, the findings from the control group suggested that the pupils' writing talents had not much improved It is possible to make the case that the students may have benefited in some way from the utilization of Facebook portfolios as a method of evaluation, given that these portfolios are recognized as one of the alternative evaluation techniques In a number of respects, this was seen to be a significant advantage According to Brown (2004), this type of evaluation is effective in promoting the learners' intrinsic drive, sense of ownership, and responsibility, which ultimately benefits the instructor-student interaction by enhancing the bond between the two parties

In addition to this, it acknowledges the one-of-a-kind qualities that each and every student possesses, so encouraging students to engage in activities such as critical analysis, self-evaluation, and collaborative learning in order to improve their educational endeavors As a consequence of this, it was reasonable to expect that the experimental group would demonstrate a bigger improvement in their writing skills in comparison to the group that served as the control

The results of the current study indicate that there is a statistically significant difference between the mean scores that were obtained by participants aforementioned findings are seen to be in the agreement with the findings that were acquired from a previous study that was carried out by Wanchid and Charoensuk

(2015) The findings of the study showed that students with varying degrees of academic competence received higher assessments when they did their assignments using electronic portfolios This was the case regardless of the amount of academic skill they possessed Additionally, it was discovered that the written outputs created by the participants in the experimental group were substantially longer than those produced by the participants in the control group This was revealed by the fact that the length of the written outputs was significantly greater This conclusion lends credence to the findings of a prior study, which suggested that students demonstrate higher levels of motivation to write when they are given the assurance that their work would be published and accessible to a wider audience (Kitsis, 2008) This result gives support for the findings of the previous study The findings of the aforementioned recent research are bolstered by this discovery, which provides support for those findings It is possible that this phenomena might be ascribed to the fact that students are aware of the expectations and tactics that are necessary for good writing, which in turn leads them to put more work and time into their individual writing endeavors

4.4.2 Students’ attitudes towards the use of E-portfolios

The present research, however, assesses the attitudes and views of learners and gives conclusions about the portfolio process The study presents findings that align with prior studies on the impact of portfolios in EFL acquisition (Aydin, 2010

& 2014; Burksaitiene & Tereseviciene, 2008; Paesani, 2006) The study's results also suggest that the challenges associated with portfolio-keeping are consistent with those identified in other studies (Aydin, 2010 & 2014; Boyden-Knudsen, 2001; Baturay & Daloglu, 2010; Hirvela & Sweetland, 2005) Nevertheless, many observations in the study provide conflicting outcomes compared to the findings of previous research The study's findings indicate that EFL studentss exhibit a comparatively low degree of anxiety, which differs from the results reported by Ozturk and Cecen (2007) Additionally, the findings of the study indicate that the use of Facebook may present some challenges in the context of foreign and second language acquisition This is in contrast to earlier studies that mostly reported favorable outcomes when investigating Facebook's role as an educational instrument (Kabilan, Ahmad, & Abidin, 2010; Mills, 2011) It is noteworthy to mention that when comparing the findings of the present study with a previous study (Aydin, 2010) that utilized the same perception scales, it is important to emphasize that the current study demonstrated a significant rise in the average scores pertaining to the benefits of Facebook-based e-portfolios, while observing a decline in the scores related to issues encountered with Facebook The potential benefits of using e-portfolios in the context of EFL writing may be elucidated via several explanations In line with Lewis's (1997) research on computer use in writing, the present findings indicate that Facebook, when utilized as a social environment and learning tool, enhances the enjoyment of the portfolio process This is attributed to the platform's provision of genuine communication opportunities, the facilitation of meaningful and comprehensible output, as well as 11the availability of authentic texts for reading and production

Furthermore, the use of Facebook as a Web 2.0 platform enables students to develop cognitive and linguistic abilities via reflective and collaborative means, as previously observed by Thomas (2008) In contrast to e-portfolios, Facebook as a portfolio tool has comparable benefits in terms of facilitating prewriting exercises, facilitating peer and instructor feedback, and offering an individualized online platform Moreover, the benefits of e-portfolios as identified by Baturay and Daloglu (2010) are also present in the Facebook-based e-portfolio in terms of their impact on learning outcomes, engagement of real audiences, creation of reflective artifacts, integration into the learning process, fostering of responsibility, and facilitation of longitudinal learning Based on the understanding that EFL learners recognize the potential benefits of using Facebook as an e-portfolio in their language learning journey, although encountering some challenges, it is possible to provide a number of practical suggestions To begin with, EFL instructors have the option of using Facebook as an instructional instrument to enhance their reading, doing research, and writing Educators possess the ability to direct their students, the majority of whom maintain active Facebook profiles, towards the use of Facebook-based e-portfolios as a means of enhancing their writing skills EFL instructors need to assist their students in transforming Facebook, a platform mostly used for pleasure and leisure, into a valuable educational resource However, it is important to acknowledge that the use of Facebook-based e- portfolio is not a comprehensive solution for all challenges faced in the process of maintaining portfolios in the context of teaching EFL writing Hence, it is important for educators to bear in mind that some students may see Facebook- based e-portfolios as monotonous, exhausting, time-intensive, and fraught with challenges pertaining to pre-writing tasks, feedback provision, and the process of revising In addition to delivering corrective feedback, teachers should also provide motivating assistance to their pupils in relation to the challenges encountered throughout the learning process It is important for EFL instructors to recognize that Facebook-based e-portfolios do not provide greater challenges compared to traditional pen-and-paper portfolios Furthermore, it is anticipated that learners will find the use of Facebook as a platform for enjoyment and relaxation more appealing Furthermore, it is imperative that educators possess a heightened degree of consciousness about several elements including but not limited to gender, possession of personal computers, knowledge with Facebook, and the amount of time dedicated to engaging with e-portfolios In particular, it is important to explore strategies for encouraging female learners who have apprehension about negative assessment, exhibit lower levels of comfort when it comes to using Facebook as an e-portfolio Educators need to augment feedback and correction methodologies for students who lack access to digital technology According to the study's results, it is evident that learners who allocate a greater amount of time to their e-portfolios tend to possess more favorable impressions Consequently, it is recommended that educators actively promote more engagement and investment from their students in the development of their portfolios Furthermore, it is important to note that extended usage of Facebook has been found to result in errors in punctuation and capitalization in the writing of EFL learners, as well as negative responses to peer feedback Therefore, it is recommended that educators explore methods to improve punctuation and capitalization skills, as well as devise strategies to promote effective communication among students By doing so, it is anticipated that the apprehension towards receiving negative evaluations among students who have extensive experience with Facebook will be reduced

The findings derived from the survey conducted in the present research revealed that the students belonging to the experimental group exhibited favorable dispositions towards the utilization of Facebook portfolios for their writing instruction throughout the majority of their first semester in Grade 12 throughout the academic year The excellent outcomes seen in this study may be attributed to the participants' novel experience in writing as EFL learners The use of portfolios in this research endeavor had a dual purpose, functioning as both a pedagogical instrument and an integral component of the overall evaluation of the learning experience during the whole semester Consequently, a majority of the students in the experimental group expressed complete concurrence with the advantages of E- portfolios

The participants' desire for English writing was heightened, and their individual learning progress was effectively tracked, enabling them to engage in reflective practices on their gained knowledge and skills throughout the duration of the course Previous studies (Kummin & Rahman, 2010; Rahimi & Katal, 2012) have shown that English as a Foreign Language (EFL) learners who have low ability in English may not possess sufficient metacognitive methods compared to those who are completely proficient in English However, it is worth noting that portfolios, regardless of their nature, have the potential to incentivize individuals to formulate a strategic approach, arrange their materials, and exercise self- discipline in their learning endeavors with enhanced efficacy

The study utilized technology, specifically the Facebook platform, as the format for portfolios This implementation resulted in a transformation of the classroom atmosphere, fostering a more dynamic educational environment

Consequently, students were motivated to actively engage as English as a Foreign Language (EFL) learners, departing from the traditional role of passive students typically observed in language classrooms Based on the students' responses in the questionnaire, a majority of them expressed agreement with the advantageous aspects of E-portfolios in terms of their ability to provide the assistance and motivation for the production of improved essays This conclusion aligns with Krashen's (1982) theory on the emotional filter, which posits that EFL learners who exhibit negative attitudes, such as disinterest, stress, lack of confidence, or lack of inspiration, are more likely to have limited success in their EFL learning endeavors

However, it is evident that several characteristics of E-portfolios have the potential to enhance the learning experience of EFL students and facilitate their engagement with the instructor The primary advantage of the flexibility in terms of location and timing is that it enables students to generate writings of higher quality with more ease In addition, students have also indicated that using an electronic platform for writing assignments enhances their sense of accomplishment, particularly when they have sufficient time to dedicate to their work The positive correlation between the amount of time dedicated to writing and the subsequent enhancement of computer literacy abilities was seen Moreover, the students' feeling of ownership and competitiveness were further heightened when they had the opportunity to provide constructive criticism to their classmates and get feedback in return

Regarding the use of E-portfolios as a means of alternative assessment, a number of periodic examinations were substituted with written assignments on Facebook portfolios This shift allowed for the evaluation of the students' work in terms of the quality and amount of feedback received from peers, their self- assessment, and the comments provided by the instructor Consequently, both students and teachers have the ability to assess and track the progress of learning and instruction over an extended duration, as opposed to relying just on sporadic scheduled assessments

Overall, the outcomes of writing assignments on E-portfolios and the feedback provided by students on this novel learning experience have shown the attainment of favorable outcomes E-portfolios have been shown to possess many advantageous qualities for English as a Foreign Language (EFL) students, facilitating the enhancement of their writing proficiency and other crucial language acquisition abilities

4.4.3 Teachers’ attitudes towards the use of E-portfolios

The results from the first interview question ‘What are major drawbacks of e-portfolios for students to improve writing ability?’ are consistent with the study that was carried out by Barrot (2016) It was observed that students initially faced difficulties as a result of limited Internet access, which impeded their capability to properly utilise Facebook-based e-portfolios The problem at hand is a prevalent one in the context of the integration of technology into the process of learning and teaching English In the context of education and learning that is driven by technology, the absence of access to mobile phones presents a major barrier This finding suggests that teachers have a sympathetic attitude towards students when it comes to the challenges that are caused by insufficient network access

From the results of the second interview question ‘What are the influences of the application of e-portfolios on the part of the teachers?’, according to Goldsmith (2007), educators should set attainable goals and criteria before implementing, assessing, or evaluating e-portfolios in their classrooms Students may display negative attitudes, such as boredom and a lack of enthusiasm, when they are confronted with scenarios such as waiting for their instructors to handle technical issues or trying to finish work on an e-portfolio This is a statement that can be supported by evidence and is correct The construction of a well-structured strategy, the establishment of a clear rubric for grading students' e-portfolios, and the giving of complete feedback on each e-portfolio assignment are thus the major conditions for instructors prior to beginning an e-portfolio course

CONCLUSION

Conclusions

The results from this study demonstrate the effect of E-portfolios on EFL students’ writing ability It is positive to some extent in terms of helping the students to develop their writing skills In addition, the research also found that the students had positive attitudes towards the implementation of Facebook for their writing This teaching method seems to be a new educational tool for EFL teachers and learners in a small province However, given the findings of the research, it can be suggested that this may be a powerful tool for students to advance both their writing ability and computer literacy skills, known as indispensable in this 4.0 era

Firstly, the descriptive data indicate that EFL high school students have positive attitudes about using Facebook as a platform for creating portfolios Furthermore, there is a prevailing belief among students that the use of a Facebook- based e-portfolio significantly improves the essay writing skills of EFL students Furthermore, those who are studying English as a second language encounter certain challenges while using Facebook as a digital platform for creating portfolios For example, a significant number of individuals see the process as laborious, requiring a substantial amount of time and exerting a considerable toll on their energy levels Furthermore, individuals have difficulties in using a Facebook-based e-portfolio, including challenges related to pre-writing activities, feedback reception, work revision, and the creation of further iterations and ultimate versions A limited subset of items on the scales have strong associations with a select few variables, leading us to our last conclusion The findings of the correlational analysis indicate that male students exhibit a higher level of comfort while using a Facebook-based e-portfolio Conversely, female students show a heightened apprehension over the potential unfavorable evaluation of their work by their peers Furthermore, those who use personal computers assert that they exhibit enhanced abilities in mistake detection, generation of original work, and intellectual collaboration with their peers Moreover, it has been observed that students who allocate a greater amount of time to their electronic portfolios maintained on Facebook perceive an enhancement in their English writing skills Additionally, they exhibit an improved ability to identify and classify mistakes, as well as produce more original and higher-quality works One instance of an adverse correlation may be seen in the context of students who possess a higher level of familiarity with Facebook These individuals tend to have challenges in the area of capitalization, while experiencing heightened levels of anxiety stemming from the potential unfavorable evaluations by their peers

The study also revealed that both teachers and students had positive attitudes towards the use of Facebook as the e-portfolio software for their writing lessons, although there are some challenges and technological drawbacks, such as poor Internet connectivity and the absence of smartphones It is evident that this particular teaching application is a revolutionary educational tool for EFL teachers and learners in a very small region In light of the outcomes of the study, it is possible to hypothesize that this may be an effective tool for students to improve both their writing ability and their computer literacy abilities, both of which are recognized as being necessary for students Although the explorations are not quite new compared to those from previous studies, this research has successfully demonstrated the effectiveness of e-portfolio application in teaching English in general and in teaching English writing skills in particular in Vietnamese contexts The implications that are put forward in the study not only contribute to the improvement of English teaching and learning at the institutions under investigation but also help to strengthen the community’s belief about the roles and effective applications of instructional technology of different types in English teaching and learning in the area of 4.0 technology.

Implications

Based on the findings of the experimental investigation, the following are the instructional implications that must be taken into consideration for both teachers and students in Vietnamese environments In the context of language instruction, Facebook is widely acknowledged as a useful tool for EFL teachers It is possible for teachers to improve the learning experiences of their students by incorporating technology into their teaching practices, which will result in the creation of an educational environment that is more captivating and will make it easier for teachers to construct stimulating language-based classroom activities

It is an opportunity for teachers of English as a foreign language to improve their instructional methods in order to create a classroom atmosphere that is more compelling, dynamic, and interesting for their students who are learning English After that, teachers will take on the position of facilitators within their own instructional environments, thereby developing a link between themselves and the students they are teaching who are learning a language It is generally known that the process of developing writing skills is a difficult undertaking in the process of language acquisition In light of this, it is of the utmost importance for students to place a high priority on the acquisition of receptive skills, such as reading and listening, before incorporating these skills into their writing proficiency

Facebook, a social networking platform that is widely used and that facilitates global interaction through the sharing of memories and face-to-face communication, has the potential to assist EFL students in digitally preserving their written work, sharing it with their intended audience, and organizing their essays within an electronic portfolio By letting their classmates watch, children have the opportunity to get constructive criticism from their peers Those students of English as a foreign language who are interested in improving their language skills, particularly in the area of writing, are likely to find Facebook to be an advantageous resource.

Limitations

Although this study yielded numerous captivating findings, it is important to acknowledge that there are still several limitations that need to be addressed The primary obstacle encountered by scholars in conducting a thorough inquiry on this captivating topic was the limitation imposed by time To successfully deploy this application, the researchers were required to conform to the material outlined in the course book while also ensuring that it would not disrupt concurrent instructional endeavors This measure was implemented in order to guarantee that students were provided with sufficient guidance to enhance their learning experience and achieve favorable outcomes on both formative and summative exams

Regarding the study's limitations, it is important to highlight that the sample size was limited to 150 students from three high schools located in Binh Duong province The data collected was limited to descriptive and correlational information received from the FAS, PCQ, and PPQ instruments The study's conclusions are constrained by the data gathered within a Vietnamese EFL setting, specifically examining the attitudes and perceptions of Vietnamese EFL students towards Facebook-based e-portfolio activities Future study should prioritize the investigation of various elements that might potentially influence the Facebook- based e-portfolio process in diverse EFL settings This should include doing descriptive and experimental analyses to examine the responses of both instructors and learners towards the use of Facebook-based portfolios In addition to the aforementioned points, it is essential for research to concentrate on diverse educational domains and target populations in relation to the utilization of Facebook in educational environments, with a special emphasis on elucidating Facebook's position within pedagogical practices.

Recommendations

Based on a comprehensive examination of the existing literature, the results of previous studies performed in a similar vein, and the empirical investigation's conclusions, a number of recommendations are put forward for local institutions and prospective researchers

In order to facilitate student engagement using the Facebook platform for writing practice, local institutions must first ensure that each student has a functional electronic device It is recommended that supplementary classes on computer skills and technological skills be offered, since there are students who lack familiarity with using Facebook, especially for the purpose of composing and sharing their work in order to develop a portfolio Upon completion of the training classes, students will be given the option to address any pertinent problems, so enhancing the potential for better results in their writing endeavors It is recommended that regional schools provide students with access to steady Internet connection on school computers in the computer lab This provision may help alleviate the technical limitations and obstacles that students have while using e- portfolios in their English studies

It is recommended that future researches consider offering counseling for the choice of traditional and electronic portfolios for different participant groups, since this is an essential factor that should be considered A thorough analysis might be conducted to evaluate the efficacy of each modality, enabling researchers to determine the preferred option among students and EFL instructors A prospective inquiry into this subject matter, or one of similar kind, might be conducted during the whole of an academic year, including all academic disciplines and grade levels within high school In order to examine the impact of e-portfolios on students' metacognitive skills and evaluation, an alternative method would involve introducing the use of e-portfolios across all high school subjects, starting from the tenth grade This approach would enable researchers to assess the degree to which e-portfolios contribute to these aspects

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Time allotted: 45 minutes Student’s name:

Write you answer in about 100 words for each question on the answer sheet

Question 1 Read this email from your English-speaking friend Robbie and the notes you have made

Write your email to Robbie using all the notes

Question 2 Your English teacher has asked you to write a story Your story must begin with this sentence

“As I came out of the supermarket, I saw someone that I had wanted to see for a long time.”

Time allotted: 45 minutes Student’s name:

Write you answer in about 100 words for each question on the answer sheet

Question 1 Read this email from your English-speaking friend Jo and the notes you have made

Write your email to Jo using all the notes

Question 2 Your English teacher has asked you to write a story Your story must begin with this sentence

“The friends got off the bus and ran over to join the long queue of people.”

I'm Nguyen Minh Nam Anh, and I'm researching the application of electronic portfolios in EFL writing classes The purpose of this survey is to determine your attitudes towards the use of e-portfolios in EFL writing classes, your perceptions of their benefits and drawbacks, and whether or not e-portfolios improved your EFL writing performance Please take a moment to complete the following questionnaire I appreciate your genuine feedback because there is no correct or incorrect response All of the information you provide will be utilized for research purposes and will be kept strictly confidential

2 Do you own any computer?

3 How long have you been using Facebook?

1 year or below 1 year 2 years 4 years

4 years 5 years or over 5 years

4 How frequent do you use Facebook?

Part 1 Facebook-based E-portfolio Attitude Scale Questionnaire

(Please indicate your attitude toward the application of Facebook in EFL writing class by ticking the appropriate column)

1 I am at ease with the thought of using Facebook as a platform for writing in English

2 I am bothered by the usage of Facebook for English writing

3 I won't know what to do if anything goes wrong while I'm studying on Facebook

4 I am sceptical about the concept of utilising Facebook to write in English

5 I'm fascinated by Facebook as a writing environment

6 I am afraid of using Facebook to write in English

7 Facebook is a great place to practise writing in English

8 Facebook influences how I write in English

9 I can write just as well on paper as I can on Facebook

10 Because it is difficult to utilise, Facebook is not favourable to writing in English

11 Using Facebook to write in English helps me comprehend things more effectively

12 Using Facebook for English writing helps me write because it enables me to express myself in new and diverse ways

13 Using Facebook to write in English helps me study more effectively

14 Using Facebook for English writing is not conducive to effective English writing since it causes technological issues

Part 2 Portfolio Contribution Questionnaire (Please indicate your attitude toward contributions from Facebook application in EFL writing class by ticking the appropriate column)

15 I learnt how to structure a paragraph and construct a composition

16 Before I began writing, I learnt how to brainstorm

17 Before I began writing, I studied about clustering

18 Before I began writing, I learnt to create an outline

20 I learnt how to provide helpful feedback

21 I learnt how to identify errors in paragraphs and essays

22 I learnt how to categorize errors in paragraphs and essays

23 When I review paragraphs and essays, I now employ a checklist

24 I benefited from peer and teacher feedback

25 To recognize and fix my errors

26 To revise my paragraphs and essays

27 I learned about paragraph and essay development approaches and procedures

28 I learned the characteristics of a paragraph and essay

29 I learned the parts of a paragraph and essay

30 I learnt how to write paragraphs and essays that are coherent

31 I learnt how to structure unified paragraphs and essays

32 I learned how to produce original paragraphs and essays

34 I started writing in English without first translating from Vietnamese

35 I learnt to express my views, emotions, and thoughts

Part 3 Portfolio Problem Questionnaire (Please indicate your attitude toward problems from Facebook application in EFL writing class by ticking the appropriate column)

36 Writing every week is tedious

37 Keeping a portfolio takes much too much time

39 Keeping a portfolio hinders creative writing

40 The most challenging aspect of portfolio keeping is: To provide feedback

41 The most challenging aspect of portfolio keeping is: To identify all errors in paragraphs and essays

42 The most challenging aspect of portfolio keeping is: To use a checklist to check the writing

43 The most challenging aspect of portfolio keeping is: Activities for getting ready to write

44 The most challenging aspect of portfolio keeping is: To generate ideas

45 The most challenging aspect of portfolio keeping is: To make an outline

46 The most challenging aspect of portfolio keeping is: To compile a list of revisions

47 The most challenging aspect of portfolio keeping is: To write the second and third drafts

48 The most challenging aspect of portfolio keeping is: To look up the proper words

49 The most challenging aspect of portfolio keeping is: To combine the sentences

50 The most challenging aspect of portfolio keeping is: To study with a partner

51 The most challenging aspect of portfolio keeping is: To learn from a teacher

52 My partner's negative comments irritate me

53 My teacher's negative comments irritate me.

Thank you for volunteering to take part in this interview, which is anticipated to last between twenty and thirty minutes During the interview, you will be asked questions, and you may terminate the interview at any time

This interview seeks to comprehend instructors' perspectives on the use of e-portfolios in writing classrooms The purpose of this interview is not to assess your knowledge or English proficiency Your responses will only be used for research purposes

1 What are major drawbacks of e-portfolios for students to improve writing ability?

2 What are the influences of the application of e-portfolios on the part of the teachers?

3 What are teachers’ requirements when it comes to the application of e- portfolios?

(Extracted from “Assessment writing for Cambridge English qualifications: A guide for teachers”, n.d., p 25)

All content is relevant to the task

Target reader is fully informed

Uses the conventions of the communicative task to hold the target reader’s attention and communicate straightforward ideas

Text is generally well organised and coherent, using a variety of linking words and cohesive devices

Uses a range of everyday vocabulary appropriately, with occasional inappropriate use of less common texts Uses a range of simple and some complex grammatical forms with a good degree of control Errors do not impede communication

4 Performance shares features of Bands 3 and 5

Minor irrelevances and/or omissions may be present

Target reader is on the whole informed

Uses the conventions of the communicative task in generally appropriate ways to communicate straightforward ideas

Text is connected and coherent, using basic linking words and a limited number of cohesive devices

Uses everyday vocabulary generally appropriately, while occasionally overusing certain texts

Uses simple grammatical forms with a good degree of control

While errors are noticeable, meaning can still be determined

2 Performance shares features of Bands 1 and 3

Irrelevances and misinterpreta tion of task may be present

Target reader is minimally informed

Produces text that communicates simple ideas in simple ways

Text is connected using basic, high- frequency linking words

Uses basic vocabulary reasonably appropriately

Uses simple grammatical forms with some degree of control

Errors may impede meaning at times

Target reader is not informed

ESSAY WRITING SAMPLES AND DISCUSSION ON THE FACEBOOK-BASED E-PORTFOLIO

SAMPLES OF LESSON PLAN Tiếng Anh 12, Book 2, Unit 8 The world of work LESSON 7: WRITING

1 Language focus: - To improve speaking and reading skills

- To learn about the job seeking experience of an English school leaver

2 Skills: - To develop their communication skills and cultural understanding

- To help Ss develop the skill of working in pairs and groups

3 Attitudes: - To encourage Ss to work harder

- To provide Ss some motivation

- By the end of the lesson, students will be able to: Understand and communicate about communication skills and cultural understanding

- Teacher: Handouts, textbook, lesson plan and pieces of papers

- The whole lesson: Integrated, mainly communicative

Inform the class of the lesson objectives: Further skill development

1 Communication: Work-related issues Activity 1: Work in groups and discuss these questions

-T lets Ss form groups and start their discussion, asks each group to choose a discussion leader to monitor the group discussion

Activity 2: Present your group’s ideas to the class

- T asks Ss to work in groups and read their notes from 1 to prepare for their presentations

1 In our group we think people should start looking for a job after leaving school at the age of 18 This can be a part-time job or a voluntary one, not necessarily a permanent job When people start working, they become more responsible for their lives and contribute more to society

2 We all believe that the three most important qualities are reliability, responsibility, and flexibility Employers really want to find the people who they can rely on Also, they want their employees to be flexible to adapt well to the ever changing working environment

3 All the members of my group agreed that the necessary skills for job seekers are communication, problem solving, and collaboration When employees can communicate with each other, it is easier for them to work together to solve problems

Activity 1: Read the text about the job seeking experiences of Harry, an English school leaver, and decide whether the following statements

Time/Stages Activities Activities about it are true (T), false (F), or not given (NG)

- T asks Ss to compare their answers in pairs or groups

- T checks Ss' answers as a class

Key: 1 F 2 T 3 NG 4 F 5 NG 6 T Activity 2: Discuss with a partner Do you think you can become successful without a university degree? Do you know any young people who have followed a similar career path in Viet Nam? What can you learn from Harry’s job seeking experience?

- The aim of this activity is to relate the text content to the situation in Viet Nam

- T puts Ss into pairs to discuss the questions, then invites several Ss to present their answers to the class

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today?

What can you do now?

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson

- To help Ss pronounce revise what they have learned in unit 8

- To teach Ss some lexical items related to the world of work

- To give them a chance to do a small project

- To help Ss review and recognize the stressed words in connected speech

- To help Ss consolidate the reported speech

- To help Ss work collaboratively with other sts to find information

- By the end of the lesson Ss are able to:

+ Use the stressed words in connected speech correctly

+ Use some key words of the world of work

+ Do the exercises on the reported speech

- Teacher: Handouts, textbook, pieces of papers, lesson plan and cassette

- The whole lesson: Integrated, mainly communicative

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar T reviews what sentence stress is and when the process happens

Activity 1: Listen to the following exchanges and underline the stressed words Then practise them with a partner, using the correct sentence stress

- T helps Ss to review the words that are usually stressed (content words, negative auxiliaries, demonstrative pronouns when not followed by a noun, possessive pronouns, and question words) and exceptions to stressed words (auxiliary verbs and modal auxiliaries when not followed by a verb)

- T asks Ss to practise in pairs, taking turns to be A and B, walks around and comment on the pair’s performance

Key: A: Do you think communication skills are really important? B: Well, some people think they aren’t important, but, in fact, they are

A: Can people without a university degree apply for this job? B: Yes, they can, provided that they have the right skills and qualities

A: Should I ask my brother to help me to write the CV?

A: You haven’t been shortlisted for the interview

B: I have been shortlisted for it Vocabulary:

Activity 1: Underline the correct word in each sentence

- T asks Ss to underline the correct word in each sentence, lets them compare their answers in pairs or groups - T checks Ss’ answers as a class

Key: 1 adverts 2 relevant 3 tailor 4 candidates 5 employee Grammar:

Activity 1: Turn the following sentences into reported speech, using the reporting verbs in the box

T lets Ss work individually, and then compare their answers in pairs or groups

T asks individual Ss to write their sentences on the board

T checks Ss’ answers as a class

Key: Mike asked Mira how long it would take her to finish writing her CV

Mira informed him that she would need another two hours Mike encouraged / urged her to try to finish it by 4 pm so that she could come and watch the football match.”

Mira exclaimed that that would give her only an hour

Mike urged her to write it quickly

Mira refused to leave the house before 4 pm because she wanted to write a very impressive CV.”

Mike complained that she never came and saw him play

Mira promised to go to his next match / that she would go to his next match

Work in groups of four to six Choose a profession or career that all members of your group are interested in

-T asks Ss to form groups (this can be done in the first lesson of the unit so that Ss have enough time to plan their project.) has Ss in each group choose a leader who will assign tasks to the members and monitor the work to make sure all members contribute equally

- Ask Ss to consolidate the main contents

- Ask Ss: What have you learnt today? What can you do now?

- T asks Ss to learn the structures and vocabulary

- Prepare for the next lesson