The effect of e portfolios on writing learning outcomes of 10th graders at a mountainous high school in duc linh

Trang 1 HO CHI MINH CITY OPEN UNIVERSITY --- ∞0∞--- LE THI HUYEN TRANG THE EFFECT OF E-PORTFOLIOS ON WRITING LEARNING OUTCOMES OF 10TH GRADERS AT A MOUNTAINOUS HIGH SCHOOL IN DUC LINH MA

HO CHI MINH CITY OPEN UNIVERSITY

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LE THI HUYEN TRANG

THE EFFECT OF E-PORTFOLIOS ON WRITING

AT A MOUNTAINOUS HIGH SCHOOL

IN DUC LINH

MASTER OF ARTS IN TESOL

HO CHI MINH CITY, 2023

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

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LE THI HUYEN TRANG

THE EFFECT OF E-PORTFOLIOS ON WRITING

AT A MOUNTAINOUS HIGH SCHOOL

IN DUC LINH

Major: Teaching English to Speakers of Other Languages

Major code: 8 14 01 11 MASTER OF ARTS IN TESOL Supervisor: NGUYEN THI XUAN LAN, PhD

HO CHI MINH CITY, 2023

KHOA ĐÀO TẠO SAU ĐẠI HỌC

GIẤY XÁC NHẬN

Tôi tên là: Lê Thị Huyền Trang

Ngày sinh: 09/06/1988 Nơi sinh: Bình Thuận

Chuyên ngành: Lý luận và phương pháp giảng dạy bộ môn Tiếng Anh

Mã học viên: 1981401111025

Tôi đồng ý cung cấp toàn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh

Ý KIÉN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ

CỦA GIẢNG VIÊN HƯỚNG DẪN

Giảng viên hướng dẫn: Tiến sĩ Nguyễn Thị Xuân Lan

Học viên thực hiện: Lê Thị Huyền Trang Lớp: MTESOLOÍ9A

Ngày sinh: 09/6/1988 Nơi sinh: Bình Thuận

Tên đề tài:

The Effect of E-portfolios on Writing Learning Outcomes of 10 th Graders at a

Mountainous High school in Duc Linh

Ý kiến của giáo viên hướng dẫn về việc cho phép học viên: Lê Thị Huyền Trang

được bảo vệ luận văn trước Hội đồng:

Thành phố Hồ Chí Minh, ngày thảng năm 20ẦỈ.

Người nhận xét

Statement of authorship

I thus certify that the thesis “The Effect of E-portfolios on Writing Learning Outcomes of 10 th Graders at a Mountainous High school in Duc Linh” is my own work

Except for the reference, the paper contains no previously published materials or materials drawn in whole or in part from a thesis for which I have applied or received another degree or diploma

In the thesis, no other person's work is mentioned without acknowledgment The thesis has not been submitted for any other academic institution’s degrees

Ho Chi Minh City, June 2023

LE THI HUYEN TRANG

Acknowledgment

I would like to show my gratitude to everyone who has helped and supported

me as I attempted to finish my thesis

First and foremost, I am grateful for my supervisor, Dr Nguyen Thi Xuan Lan, who has always spent time helping me and supporting me with valuable insights and critical advice although she is extremely busy This thesis would not have been finished without her actively engaging and advice throughout the process She not only assisted me in completing the study, but she also encouraged me to persevere in the face of adversity while performing the research

Second, I owe a debt of gratitude to all of the instructors in the master's courses I took Their lectures and sharing aided me at every stage of the thesis, from beginning to end

Third, I would like to express my gratitude to my MTESOL019 classmates and coworkers Their encouragement and support were critical in allowing me to finish my thesis

Last but not least, I would like to express my gratitude to my most incredible father and husband Without their never-ending love and support, none of this would have been possible

Tóm tắt

Nghiên cứu này được thực hiện với mục đích điều tra tác động của portfolio đến kết quả học kỹ năng Viết của học sinh và đánh giá thái độ của họ đối với việc tích hợp E-portfolio trong các lớp học kỹ năng Viết Nghiên cứu sử dụng một thiết kế thử nghiệm liên quan đến 76 học sinh lớp 10 tại trường một trường miền núi ở Duc Linh được chia thành hai nhóm: đối chứng và thực nghiệm Nghiên cứu này áp dụng phương pháp kết hợp đinh lượng và định tính Việc thu thập dữ liệu định lượng bao gồm đánh giá trước và sau kiểm tra, cùng với việc sử dụng bảng câu hỏi và phỏng vấn làm công cụ nghiên cứu cho việc thu thập dữ liệu định tính Việc phân tích kết quả kiểm tra và phản hồi của học sinh cho thấy sự cải thiện đáng

kể trong kết quả học kỹ năng Viết, cùng với thái độ hoàn toàn tích cực đối với portfolio của học sinh Các kết quả tìm thấy gợi ý rằng các giáo viên tiếng Anh nên xem xét việc kết hợp E-portfolio vào việc hướng dẫn học sinh học kỹ năng Viết bởi

E-vì những cải tiến được quan sát về độ chính xác và trôi chảy của bài viết, cũng như phản hồi tích cực của học sinh Nghiên cứu này góp phần hiểu biết về việc triển khai E-portfolio để nâng cao chất lượng dạy viết tiếng Anh như một ngoại ngữ (EFL), đặc biệt là ở các trường trung học phổ thông miền núi

Từ khoá: E-portfolios, writing accuracy, writing fluency, attitude, high school students, EFL writing

Abstract

This study aimed to investigate the impact of E-portfolios on students' writing learning outcomes and assess their attitudes towards the integration of E-portfolios in writing classes The research employed an experimental design involving 76 10th-grade students at a mounatinous high school in Duc Linh who were divided into two groups: control and experimental This study utilized the mix-method Quantitative data collection involved pre-test and post-test assessments, along with the utilization of a questionnaire and semi-structured interviews as study instruments for qualitative data The analysis of test results and students’ responses revealed a significant improvement in writing learning outcomes, accompanied by entirely positive attitudes towards E-portfolios among the students The findings suggest that English teachers should consider incorporating E-portfolios into their writing instruction due to the observed enhancements in writing accuracy and fluency, as well as the students' favorable feedback This research contributes to the understanding of implementing E-portfolios to enhance the quality of teaching English as a Foreign Language (EFL) writing, especially in mountainous high school settings

Keywords: E-portfolios, writing accuracy, writing fluency, attitude, high school students, EFL writing

Table of contents

Statement of authorship 1

Acknowledgment ii

Abstract iv

Table of contents v

Lists of tables vii

Lists of figures viii

List of abbreviation ix

CHAPTER 1 - INTRODUCTION 1

1.1 Study background 1

1.2 Statement of the problems 6

1.3 Research aims 8

1.4 Research question 8

1.5 Significance of the research 8

1.6 Scope of the study 9

1.7 Outline of the study 9

CHAPTER 2 – LITERATURE REVIEW 11

2.1 Learning and teaching writing skills 11

2.1.1 Learning writing skills 11

2.1.2 Teaching writing skills 14

2.2 E-portfolios and their characteristics 17

2.3 The benefits of E-portfolios 19

2.4 Challenges of E-portfolios 22

2.5 Learner’s attitude 24

2.6 Conceptual framework 25

2.6 Summary of Chapter 2 29

CHAPTER 3 - METHODOLOGY 30

3.1 Research design 30

3.2 Research site and participants 31

3.2.1 Research site 31

3.2.2 Participants 32

3.3 Data collection 33

3.3.1 E-portfolios 33

3.3.2 Instruments 35

3.4 Data collection procedures 39

44

3.6 Reliability and validity of the instruments 45

3.6.1 Reliability 45

3.6.2 Validity 47

3.7 Summary of Chapter 3 47

CHAPTER 4 – FINDINGS AND DISCUSSION 48

4.1 Writing test results 48

4.1.1 Pre-test and post-test results of the Control group 48

4.1.2 Pre-test and post-test results of the Experimental group 50

4.1.3 The pre-test results of the Control group and Experimental group 52

4.1.4 The post-test results of the Control group and Experimental group 53

4.2 Students’ attitudes towards the application of E-portfolios in learning writing skills 59

4.2.1 The contributions of E-portfolios in writing via Classroom 60

4.2.2 Students’ attitudes toward the writing lessons with the application of E-portfolios. 62

4.3 Interviews 63

4.3.1 Students’ perceptions of the contribution of E-portfolios in learning writing skills 63

4.3.2 Students’ attitudes towards the use of E-portfolios in learning writing 65

4.3.3 Student’s opinions about problems and comments on using E-portfolios for writing activities 66

4.4 Discussion 68

4.3.1 Research question 1 68

4.3.2 Research question 2 70

4.5 Summary of Chapter 4 72

CHAPTER 5 – CONCLUSIONS AND RECOMMENDATIONS 73

5.1 Conclusions 73

5.2 Contributions of the study 74

5.3 Research implications 74

5.3.1 Implications for students 75

5.3.2 Implications for teachers 75

5.4 Limitations and recommendations for further research 76

5.5 Summary of Chapter 5 77

REFERENCES 78

APPENDICES 89

Lists of tables

Table 3.1 Teaching activities in two groups 40

Table 3.2 The summary of data collection procedures 42

Table 3.3 Reliability of questionnaire 45

Table 4.1 Descriptive Statistics of CG's Pre-test and Post-test 47

Table 4.2 Test of Normality for the CG’s pre-test and post-test scores 48

Table 4.3 Results of paired sample test for CG’s pre-test and post-test……… … 49

Table 4.4 Descriptive Statistics of EG's Pre-test and Post-test……….49

Table 4.5 Test of Normality for the EG’s pre-test and post-test scores 49

Table 4.6 Results of paired sample test for EG’s pre-test and post-test 50

Table 4.7 Descriptive Statistics of the CG and EG's Pre-test Scores……… 51

Table 4.8 Results of Independent Samples t-test for writing pre-test scores……….52

Table 4.9 Descriptive Statistics of CG and EG's post-test scores………52

Table 4.10 Results of Independent Samples t-test for writing post-test scores 53

Table 4.11 Results of the overall scores 54

Table 4.12 Results of Independent Samples t-test for writing accuracy and writing fluency in pre-test……… ………… 54

Table 4.13 Results of Independent Samples t-test for writing accuracy and writing fluency in post-test ….……… ……… ……….……55

Table 4.14 Results of paired sample test for CG’s writing accuracy and writing fluency in pre-test and post-test……….…… ………56

Table 4.15 Results of paired sample test for EG’s writing accuracy and writing fluency in pre-test and post-test……….……… 57

Table 4.16 Descriptive statistics of the clusters in the questionnaire……… 58

Table 4.17 The frequency statistics of the contributions of E-portfolios in writing (percentage) ……… 59

Table 4.18 The frequency statistics of students’ attitudes toward writing lessons with the application of E-portfolios (percentage)……….……… ……… …61

Lists of figures

Figure 2.1 Stages of process writing approach 14

Figure 2.2 The E-portfolios process as “Plan-Do-Review” cycle 26

Figure 2.3 The E-portfolio in writing conceptual framework……… ……27

Figure 3.1 The interface of students’ writing E-portfolios 33

Figure 3.2 Teacher’s and students’ giving feedback 34

Figure 4.1 Normal Q-Q Plots for CG’s pre-test and post-test 48

Figure 4.2 Normal Q-Q Plots for EG’s pre-test and post-test……….…… 50

List of abbreviation

EFL: English as a Foreign Language

IT: Information Technology

CHAPTER 1 - INTRODUCTION

This chapter provides the background to the study, which was conducted at

a mountainous high school in Duc Linh from January to April 2022 The study’s goals are to determine the impact of E-portfolios on writing learning outcomes and students’ attitudes toward using them in learning writing Background information,

a statement of problems, study objectives, and research questions are all included in the first chapter The chapter concludes with a summary of the study’s significance,

as well as an outline of the current study’s five chapters

1.1 Study background

The relevance of English as a lingua franca, which bridges the gap in people’s mother tongues from varied socioeconomic and cultural backgrounds, has attracted much attention from academics due to the setting of globalization Global language education has expanded as a result of the demand for English for business and travel Seeing the importance of globalization in education, the Vietnamese government has paid great attention to innovating English teaching methods to bring better results, create a progressive learning environment and master the language ability English as a foreign language (EFL) instruction and learning are highly valued by the Vietnamese government Initiated in 2008, the 2020 Foreign Language Project seeks to enhance Vietnamese foreign language teaching and learning (Vietnamese government, 2008) It is essential to help students reach level

3, or level B1 of the Common European Framework of Reference (CEFR) in the

2020 Project in all four skills – Reading, Speaking, Listening and Writing However, there are still specific challenges to mastering language structures and linguistic abilities in English (Harmer, 2011) Teaching EFL writing in Vietnam, particularly

in high schools, is challenging due to the government's mandates and the value of writing, which forces English instructors to explore more effective teaching approaches Besides, compared to their peers in urban or downtown regions, students in poor communities are disadvantaged in all facets of schooling Due to their living situation and the lack of learning surroundings, studying English becomes challenging for them to grasp Students have minimal options to access and explore new techniques or communicate with native speakers in the hilly region

of Duc Linh since there are few, if any, English centers there As a result, individuals lack a communicative setting where they might practice using English The first fundamental components are antiquated methods of education and evaluation in schools due to the long-standing emphasis on written frameworks and grammatical homogeneity (Phuong & Nhu, 2015) Due to instructors' pressure to increase student success rates, students concentrate on memorizing grammar rules and improving their grammatical accuracy, while the teaching approach becomes increasingly test-oriented (Lan, 2017) Because of the demands of the national examinations, teachers

in these areas mainly teach grammar and vocabulary using the Grammar Teaching Method Students are often asked to explain all structures and translate new terminology into their native tongue As can be seen in the graduation examination

at schools, writing skills are not evaluated, making it hard for students to achieve the English proficiency graduation level (Phuong, 2017) because of their learning for examination They still lack the motivation to study English and use their knowledge of linguistic systems, such as vocabulary and grammatical structures, for communication (Phuong & Nhu, 2015) They study languages to satisfy test requirements rather than to create

English teaching and learning techniques have altered recently as a result of changes made by both instructors and students Teachers work to improve their students' speaking and writing abilities in addition to their reading and listening abilities by putting innovative teaching techniques into practice (Stroupe & Kimura, 2015) However, since learners must concentrate, gain experience, and practice for

a particular amount of time to achieve a given level of proficiency, writing is regarded as a highly complex skill in foreign language acquisition (Bello, 1997) Teachers have tried to apply writing teaching methods and create a more effective learning environment for students (Willis, 1996) Task-based language teaching (Ellis, 2003) promotes communication which can help students develop their writing skills by providing them with authentic language use opportunities, focusing

on real-world tasks, encouraging creativity, and providing feedback Similarly, a traditional paper portfolio (Farahian & Avarzamani, 2018) is also an effective tool

to teach writing as students are encouraged reflection on their writing skills, provided a record of progress, or given a sense of collaboration and organization

However, due to time restrictions and large class sizes, instructors have looked into cutting-edge techniques like integrating the Internet into writing instruction It creates a new field, which is the premise for method innovation according to the development of 4.0 technology Technology has a significant role in enhancing language learning and language acquisition, especially writing learning In reality, Hirvela (2005) shows how computer assistance for writing instruction in education settings is increasing and how computers are being used as a tool for writing help In addition, several research show that technology tools may enhance language writing Levy (2009) confirms that personal computer word processors are widely and positively used for writing Additionally, Elola and Oskoz (2010) researched writing produced by both single students and students working in groups while utilizing a wiki, which creates better results in writing performance According to Chun (2008), social networks, blogs, Padlet and wikis have overtaken forums, email, and text messaging as the preferred communicating methods while learning a language

According to Tao, Yeh, and Sun (2006), the new learning environment, which is based on electronic networks, has allegedly encouraged students to seek out individualized assistance, provide learning plans that are more suitable for them,

as well as learning routines that are different from those of other students Compared

to traditional learning settings, this promotes a higher level of interaction and collaboration between educators or instructors and peers The widespread usage of the Internet exposes students to a larger world This exposure enables students to absorb new knowledge and mix various sources to get a deeper and more comprehensive grasp of their literacy and the wider world (Cole, Ryan, Kick, & Mathies, 2000) Studies have shown that incorporating technology into writing instruction can increase students' motivation and engagement with the task at hand (Chen, Chen, & Hwang, 2018; Karchmer-Klein & Shina, 2012) This is likely due

to the fact that technology provides a more interactive and immersive learning experience for students Moreover, using technology to teach writing skills can lead

to improvements in writing quality, including more complex sentence structures, better organization, and fewer errors (Chen et al., 2018; Karchmer-Klein & Shina, 2012; Zheng, Warschauer, & Lin, 2015) In terms of collaboration and peer

feedback, which are essential in writing skills, technology can facilitate collaboration among students and allow for more opportunities for peer feedback, which can lead to improvements in writing skills (Chen et al., 2018; Karchmer-Klein & Shina, 2012) Last, according to Kim (2017), using technology to provide automatic feedback and corrections can help students develop writing fluency and accuracy In other words, for the teaching of writing skills to keep up with and take advantage of the advancement of the digital era in modern technology classrooms,

an alternative tool is required and supported to make learning writing more effective, in accordance with the local actual situation

Studies about applying E-portfolios in teaching writing are done purposely

to show students' progress in learning (Wick, 2004; Kennedy, 2010; Erice & Ertaş, 2011) They prove that using an e-portfolio in the classroom makes it easier for students to learn writing in an environment where they are also learning the language It also positively affects students’ writing skills, increases their interest in the learning activities, and overcomes portfolio management’s limitations, particularly in big classes Therefore, E-portfolios are frequently utilized to improve students' writing abilities, highlight their accomplishments, and foster an autonomous learning environment that enables students to be more independent in their foreign language acquisition (Aydin, 2010) It uses an increasing variety of new media to update the traditional portfolio With more students and professionals being encouraged to create portfolios in writing programs, interest continues to increase (Madden, 2007) Students may readily access the Internet and communicate with professors and classmates on numerous social platforms to assist their writing study by utilizing computers, smart televisions to show E-portfolios’ products and feedback in classes, or cellphones The use of E-portfolios in teaching writing skills has been explored in several studies, with promising results For example, a study by Kim and Yang (2018) found that the use of E-portfolios led to significant improvements in the writing skills of EFL learners Another study by Zhang and Goodson (2011) investigated the effectiveness of E-portfolios as a tool for developing and assessing academic writing and found that they were effective

in both areas Additionally, Chen, Chen, and Tsai (2015) examined the effects of an E-portfolio-based learning approach on students’ learning outcomes, attitudes, and

perceptions and found that the approach positively affected all of these areas These studies suggest that E-portfolios may be a valuable tool in teaching writing skills leading to improved learning outcomes, attitudes, and perceptions among students

E-portfolios can be a valuable tool in teaching writing skills to EFL learners

in Vietnam For example, Hoang (2017) found that using E-portfolios led to improvements in students' writing fluency, accuracy, complexity, and ability to self-reflect on their writing Nguyen (2019) also found that E-portfolios were influential

in developing writing skills among EFL learners in Vietnam, particularly in the areas of vocabulary and grammar Finally, Nguyen (2018) investigated the use of E-portfolios in tertiary-level EFL writing courses in Vietnam and found that the use

of e-portfolios led to improvements in students' writing skills, as well as their motivation and engagement in the writing process Based on the studies conducted

in Vietnam, it appears that E-portfolios can be an effective tool when used to teach writing skills These studies have shown that using E-portfolios can improve students' writing fluency, accuracy, complexity, vocabulary, grammar, and ability

to self-reflect, collaborate, and receive feedback E-portfolios provide opportunities for students to engage in reflective and collaborative learning, which can help them

to develop their writing skills over time They also allow for more personalized feedback, as teachers can comment on specific aspects of the students' writing and track their progress throughout the semester In addition, education in Vietnam receives a lot of attention and investment with the aim to create the best learning environment for students With modern-equipped computer rooms, smart televisions installed in all classrooms, the school's facilities are well-equipped for the IT application in teaching and learning English Teachers are encouraged to use these facilities to improve their teaching methods and students’ abilities However, not many of them use technology to innovate their lessons because it can take much time to prepare, or there might be unforeseen difficulties when teaching Besides, students here also have desktop or laptop computers at home with internet capabilities, as well as smartphones with wireless internet support However, they primarily use these devices for entertainment rather than to support their academic endeavors Overall, using E-portfolios in teaching writing skills can enhance students' motivation and engagement in the writing process, providing a more

dynamic and interactive learning experience However, it is worth noting that the effectiveness of E-portfolios may vary depending on the context, the student’s proficiency level, and the teaching approach Therefore, further research is needed

to fully understand the potential of E-portfolios in teaching writing skills

1.2 Statement of the problems

English language education is a highly valued form of education in Vietnam, from primary school to university level, and is considered crucial for academic and professional success In Vietnamese society, English language proficiency is increasingly considered necessary due to the country's focus on attracting foreign investment and moving toward global integration As a result, English language skills are required for individuals who seek to expand their career opportunities, pursue higher education, and engage in daily communication in an increasingly globalized world The Vietnamese government has recognized the importance of English language education and has implemented policies to enhance the quality of English language instruction in the country

Scholars, educators, and teachers in Vietnam have expressed concerns about the country’s current state of EFL education A study conducted by Canh (1999) suggests that Vietnamese students have a lower proficiency level in foreign languages than their peers in other Asian countries Teaching EFL writing in Vietnam, particularly in high schools, is challenging for teachers and students due

to the government's mandates and the value of writing Many EFL teachers in Vietnam continue to rely on traditional teaching methodologies such as the Grammar Translation Method (GTM) or Audio-Lingo Method (ALM), making challenging to adopt new strategies (Pham & Do, 2022) These traditional approaches, known as synthetic techniques, have been criticized for failing to help students develop high levels of communicative competence (Ellis, 2013) In Vietnam, direct instruction focused on acquiring knowledge about the English language, often at the expense of developing communicative skills, continues to dominate English language teaching The most common model of language learning

in Vietnam involves listening to the teacher, repeating what is said, and reproducing linguistic models provided by the teacher (Canh, 1999; Hiep, 2007) This emphasis

on correctness and target language forms, coupled with the challenges students face daily, leads to ineffective learning and poor outcomes in writing production Consequently, the teacher-centered system fails to equip students with the communication skills necessary for real-life situations

This reflects the current reality in Vietnam as a whole and is particularly evident in classrooms in mountainous high schools, such as those in Duc Linh Many students struggle with expressing themselves in writing, often producing incoherent works that lack persuasion This can be attributed to many factors, including limited vocabulary, poor grammar, and a lack of confidence in their communicative abilities These difficulties hinder students’ academic success and limit their ability to communicate effectively in real-life situations In order to improve students' writing skills, it is essential to identify effective strategies that can help them overcome these obstacles and build their confidence in writing

In light of the challenges faced by EFL students in writing effectively, the researcher aims to develop an effective method that addresses these issues and supports their writing development By identifying the specific needs and difficulties faced by students at Duc Linh high school, the researcher seeks to design

a method that is tailored to their unique context and challenges This research aims

to improve students' writing skills and provide them with the tools they need to communicate effectively in English The ultimate aim is to enhance their overall academic learning outcomes and provide them with the skills they need to succeed

in their future studies and careers In response to the above-mentioned drawbacks

of GTM or ALM, E-portfolios provide a platform for teachers to deliver personalized feedback to students, which can help them identify areas of strength and weakness in their writing, and overcome the limitation in paper-based portfolios Additionally, E-portfolios can help teachers to track students' progress over time and adjust their teaching strategies accordingly (Nguyen, 2019) This can save time and effort for teachers as they can provide feedback to students in real-time without needing to grade and review every paper manually According to Hoang (2017), E-portfolios can offer a more engaging and interactive learning experience for students Using digital tools and multimedia resources, students can enhance their learning and practice their writing skills more dynamically and

creatively Furthermore, E-portfolios can help students develop their digital literacy skills, which can benefit their future academic and professional endeavors (Pham, 2019) Moreover, students in remote or rural areas may have limited access to teachers or academic resources According to Nguyen and Pham (2020), E-portfolios can provide a way for students to connect with teachers and peers virtually and access learning materials from anywhere with an internet connection This can help to bridge the educational gap between urban and rural areas and provide equal opportunities for students in different regions regardless of their geographic location

This study attempts to answer the following research questions:

1/ To what extent do E-portfolios affect writing learning outcomes of 10th

graders of a high school in Duc Linh?

2/ What are 10th-graders’ attitudes toward the application of E-portfolios in

a writing classroom at a high school in Duc Linh?

1.5 Significance of the research

The study makes a substantial and practical contribution to a mountainous high school in Duc Linh, particularly in the teaching and learning of English writing

The first and most significant is E-portfolios’ effect on the learning writing

of 10th graders in a mountainous high school in Duc Linh As English receives increasing attention and innovation from the government, writing skills have become important for high school tests and examinations Therefore, it is expected from the study that using E-portfolios may improve writing skills among students

in mountainous high schools and support teachers to help students develop their writing abilities and achieve better results in their writing learning outcomes

Secondly, to some extent, the study helps to steer student attitudes in a positive direction Furthermore, it can help reduce the fear of learning to write

among students, support them to write flexibly, and motivate them to learn writing skills The study also helps students to organize their writing products which help teachers to keep track of their learning

Last but not least, with the support of an Information & Communication Technology tool like the Google Classroom platform, E-portfolio is beneficial when students in modern times are familiar with the technology It also increases writing tasks and aids the creation of a vibrant online classroom environment, particularly for mountainous students

1.6 Scope of the study

The current study is bound to explore the changes in students’ writing learning outcomes and their attitudes toward the writing lessons At the same time, they were engaged in E-portfolios during the first semester of the school year 2021-

2022 Seventy-six 10th graders at a mountainous high school participated in the research The data collection occurred in 12 weeks during the first semester of the school year The effect of E-portfolios on writing learning outcomes, as well as the attitudes of the students was explored The study was conducted at a mountainous high school in Duc Linh district, Binh Thuan province

1.7 Outline of the study

The study encompasses five separate chapters

The first chapter, Introduction, provides a comprehensive overview of the study, including background information, a statement of the problem, the study's aims, the research questions, significance, scope, and outline

The Literature Review section of Chapter 2 focuses on and analyzes literature linked to E-portfolio research, including its benefits, writing, student attitudes, and previous studies The chapter concludes with a discussion of the research gap and conceptual framework

The methodology used in the study is described in Chapter 3, which is titled Methodology The chapter's crucial aspects are the research site, participants, research design, instruments, the data collecting procedure, and the instrument's reliability and validity

Findings and Discussion are reported in Chapter 4 The data were visualized and analyzed, and then some conclusions were drawn from the findings

The conclusion, as well as the concluding chapter of the research, is Chapter

5 Conclusions, contributions, limitations, recommendations, and future study proposals are all presented

CHAPTER 2 – LITERATURE REVIEW

In the previous chapter, background information on the study has been given

In this chapter, an attempt is made to review the literature on writing skills by discussing the definitions and different perspectives on writing learning outcomes Secondly, the literature on E-portfolios is reviewed in the field of teaching and learning writing skills, along with the discussion on the changes in attitudes toward the writing lesson adopted a new method The related studies will then be analyzed

to find out the gaps Finally, the conceptual framework will be discussed at the end

of this chapter

2.1 Learning and teaching writing skills

2.1.1 Learning writing skills

Learning writing is an integral part of academic and professional development, as writing is a necessary means of communication Writing can be defined as the process of using language to communicate ideas, thoughts, and messages through written symbols or text (Flower & Hayes, 1981) Developing writing skills requires attention to both writing accuracy and fluency in"a thinking process" (Brown, 2001, p 336) More precisely, writing in a foreign language is the capacity to use capitalization and punctuation, grammar, vocabulary, pronunciation, lexical objects, and their traditional representation in daily writing, known as writing accuracy (Hegarty, 2000) Besides, writing is a complex cognitive and linguistic activity that involves generating and organizing ideas, selecting appropriate words and structures, and revising and editing to produce a clear and compelling final product, known as writing fluency (Flower & Hayes, 1981) These are three essential components for students to master writing skills Writing accuracy and fluency must focus on the process writing approach (Murray,1972) Developing both accuracy and fluency in writing requires practice and guidance and can be facilitated through effective writing instruction and feedback in the process writing approach

2.1.1.1 Writing accuracy

Writing accuracy is a crucial aspect of effective writing According to Silva and Matsuda (2011), correctness in writing ensures that the readers can understand the message being conveyed and enhances the writer’s credibility and professionalism It refers to writing correctly, free from spelling, grammatical, and punctuation errors (Santangelo & Olinghouse, 2009) The importance of writing accuracy cannot be overstated, as writing errors can affect the writer's credibility, the message's clarity, and the readers' ability to comprehend the content (Hamp-Lyons & Heasley, 2006) In other words, writers who demonstrate writing accuracy can use the conventions of the language correctly to produce clear, concise, and error-free writing Skehan (1996) also affirms that accuracy is associated with a learner's confidence in norms and native-like performance due to its rule-governed character Additionally, Wolfe-Quintero and Brown (1998) show how assessing the students' grammatical and vocabulary mistakes allows one to determine the accuracy level of their writing

2.1.1.2 Writing fluency

Fluency means writing quickly and easily, without hesitation or undue effort (Saddler & Graham, 2007) It involves both the speed and ease with which a writer can produce written text, as well as the ability to generate ideas and organize them effectively on the page In other words, writing fluency encompasses not only the physical act of writing but also the cognitive processes involved in planning and composing written text Similar to writing accuracy, writing fluency is also an essential aspect of effective writing, as it enables writers to produce text quickly and efficiently and to express their ideas and arguments with greater ease and precision According to Kellogg (2008), "Fluent writers can produce high-quality text with relative ease, allowing them to focus their cognitive resources on higher-order processes such as planning, organization, and revision" (p 81) As asserted by Lannin (2007) writing fluency is related to the number of words produced in a given length of time, the degree of harmony, and the cohesiveness of ideas In this way, writing fluency can help writers to produce more sophisticated and complex written works and to achieve more tremendous success in academic and professional contexts However, writing fluency is not simply a matter of speed or quantity of

output It also involves the ability to write with a sense of flow and coherence, connecting ideas smoothly and logically throughout the text This requires not only

a high degree of linguistic proficiency but also the ability to manage cognitive resources effectively, such as attention, memory, and working memory

2.1.1.3 Process writing approach

According to Brown (2001, p 336), “writing is a thinking process”; a writer creates a final written output based on their thinking after the thinking process The process writing approach is widely used to emphasize writing accuracy and fluency According to Onozawa (2010), this approach sees writing as a recursive process that involves multiple stages, including brainstorming, outlining, drafting, revising, and editing In the early stages of the process, students are encouraged to focus on generating ideas and organizing their thoughts through techniques such as freewriting, clustering, and outlining As the process continues, attention is shifted toward improving the writing's accuracy, such as grammar, punctuation, and sentence structure Students have the opportunity to acquire writing accuracy while learning how to write different types of academic prose, either at the editing stage

or while participating in cooperative learning or peer reviews Finally, in the editing phase, students review their work for any remaining errors and make final revisions This is a crucial step to help students improve their writing accuracy Additionally, Zamel (1985) found that students who used the process writing approach showed greater improvements in their writing fluency and the ability to generate ideas

Some studies proved that the process writing approach is helpful for students

to learn writing skills and improve their writing accuracy and fluency One study by Braine (2001) found that learners who engaged in pre-writing activities such as brainstorming and outlining could generate more ideas and produce more coherent writing Another study by Ferris and Hedgcock (2005) found that learners who engaged in focused feedback on grammar and mechanics could improve their accuracy and fluency in writing In addition to pre-writing activities and focused feedback, learners can also benefit from engaging in revision and editing processes

A study by Liu and Hansen (2002) found that learners who received instruction on

revising and editing could produce more coherent, grammatically accurate, and stylistically appropriate writing

The process approach views students as the center of learning, considering their needs, expectations, objectives, learning preferences, abilities, and knowledge Utilizing the instructor's and other students' proper assistance and collaboration, learners must make the most of their talents, such as knowledge and skills, via the writing process Giving them lots of time and opportunity to reflect on and modify their writing, and allowing them to seek help from outside sources like the teacher

at each stage enables students to feel free to express their views or emotions in written messages (Onozawa, 2010)

Figure 2.1 Stages of process writing approach 2.1.2 Teaching writing skills

Teaching writing skills in an EFL context can be challenging due to differences in language structure and cultural norms Teachers can utilize various effective methods to improve writing accuracy and fluency using a process writing

approach According to Elbow (1998), one such method is freewriting, which encourages students to write continuously without worrying about grammar, spelling, or punctuation This helps students generate ideas and become more comfortable with the writing process Once students have a rough draft, they can revise and edit their work to improve accuracy and fluency Peer review is another method that can help students identify areas for improvement in their writing and receive feedback and suggestions from their peers (Bruffee, 1984) Additionally, sentence combining can improve sentence structure and fluency by combining short, choppy sentences into longer, more complex sentences (Strong, 2011) Finally, Process-Oriented Guided Inquiry Learning (POGIL) can guide students through the writing process, emphasizing collaboration, problem-solving, and self-directed learning By incorporating these methods into the process writing approach, teachers can create a supportive and engaging learning environment that helps students develop their writing skills and improve their writing accuracy and fluency (Moog & Spencer, 2008)

In order to assist students in becoming better writers, Harmer (2006) emphasizes that teachers have several essential responsibilities These duties are especially important during writing assignments since students may struggle to express themselves effectively Firstly, teachers must demonstrate to students the writing norms and genre restrictions that are necessary for them to be aware of Secondly, they should motivate and provoke students to come up with ideas and understand the importance of the task Thirdly, teachers should support and encourage students as they work on their ideas and writing tools Fourthly, teachers should respond to students' written work at different stages and provide feedback to let students know how well they are progressing, rather than just giving a grade or evaluating it as a final product Finally, teachers should evaluate students' writing

by highlighting both strengths and areas for improvement while also using it as an opportunity to teach and not just as a way to criticize By fulfilling these duties, teachers can help their students to become more confident and competent writers Besides, research has shown that using the process writing approach can significantly improve writing accuracy and fluency among students (Flower & Hayes, 1981; Zamel, 1982) By breaking down the writing process into manageable

steps, students can better understand the different elements that contribute to effective writing Additionally, the process writing approach provides students with opportunities for peer and teacher feedback, which can help them identify areas for improvement and gain a deeper understanding of the writing process

As mentioned before, one approach that has been found to be effective is peer feedback Liu and Zhang (2019) found that peer feedback can effectively improve EFL learners' writing proficiency By providing and receiving feedback from peers, students can identify errors in their writing, learn from their peers' writing, and develop their writing skills collaboratively The study also found that students' perceptions of peer feedback were positive and promoted a sense of community in the writing classroom

Incorporating online collaborative writing tasks into EFL writing instruction has been shown to be an effective strategy for developing students' writing skills and enhancing their motivation for writing According to Yeh and Chen's (2019) study, online collaborative writing tasks can provide students with opportunities to interact with peers and receive feedback on their writing, which they value greatly Similarly, Archer (2017) argues that digital tools and multimodal environments can offer students a variety of resources for composing, revising, and editing their writing, as well as help them develop critical thinking and communication skills The researchers found that using digital tools such as blogs, wikis, and social media platforms, and creating multimodal writing assignments, can encourage collaboration, provide authentic audiences for student writing, and allow for creative and reflective writing For example, blogs and social media platforms allow students to share their writing with a broader audience and engage in dialogue with others Additionally, in Vietnam, Phuong (2017) notes that the Presentation-Practice-Production technique is commonly used in EFL writing classrooms This technique provides instructors with a precise sequence for teaching language structures and functions, beginning with the teacher outlining relevant vocabulary, grammar structures, and techniques for gathering and organizing ideas, followed by students practicing grammar rules and addressing cohesion and coherence issues, and ending with the teacher providing feedback on the student's written work

From the above studies on teaching and learning writing skills, it is shown that E-portfolios are a method that can combine all the effectiveness from the above methods and meet the requirements required in developing students' writing skills

2.2 E-portfolios and their characteristics

Technology has become a crucial component in modern-day education, and its role in teaching writing skills has become increasingly significant With the help

of technology, teachers can provide students with a range of interactive learning tools that aid in developing writing skills For instance, word processors, grammar checkers, and online writing tools like Google Docs can help students improve their writing abilities by providing instant feedback on grammar, spelling, and punctuation errors Additionally, online writing prompts and forums allow students

to collaborate with peers and engage in critical feedback which can help them develop their writing skills E-portfolios is proved to be a ,valuable tool to support students’ learning writing skills

E-portfolios or electronic portfolios, or e-folio, digital folios or web folios, are the outcomes of Internet technologies (Aydin & Aygun, 2016) Norton and Wiburg (1998) define E-portfolios as an electronic collection of evidence that shows learners’ efforts, achievements, and progress during their learning process Evidence may include writing samples, photos, videos, research projects, observation, or reflective thinking (Barrett, 2010) An E-portfolio is a combination

of the process, the series of activities and products that is the process's outcome portfolios are different from traditional portfolios, which are paper-based collections In E-portfolios, students can store a wide range of media files and get involved to encourage collaboration among learners and teachers through discussions, online classrooms, and chat rooms (Aydin & Aygun, 2016) E-portfolios can be used for various purposes, such as assessment, reflection, career development, and lifelong learning

E-Some core characteristics are emphasized in previous studies associated with using E-portfolios for academic students First, E-portfolios support authentic and equitable learning, allowing students to showcase their successes and insights through various media They capture students' authentic experiences, highlighting

their insights and accomplishments in various media (Buzzetto-More, 2010) In contrast to conventional portfolios that primarily focus on writing, E-portfolios are more equitable as they provide alternative ways to showcase academic experience and expertise in daily problem-solving contexts (Heinrich et al., 2007) Authentic activities included in E-portfolios provide opportunities for first-hand experimentation, skill development, and critical reflection (Darling-Hammond & Snyder, 2000) Furthermore, E-portfolios are learner-centered, allowing for personalized and self-directed learning through student ownership and control (Chen & Light, 2010)

Second, E-portfolios promote reflective learning, encouraging students to engage in self-reflection, problem-solving, and deeper understanding Reflective tools promote critical thinking by encouraging learners to reflect on their learning experiences and outcomes (Crisp, 2012) Reflective journals can assess success toward goals and focus on learning experiences, helping students connect ideas to real-life circumstances (Fernsten & Fernsten, 2005) By engaging in self-reflection and problem-solving activities, students can foster constructive learning, take responsibility for their learning, and develop self-management skills

Third, E-portfolios are versatile and dynamic tools that offer a range of benefits for learners They are flexible and can be used for various purposes and contexts, including academic, professional, and personal development (Jafari & Kaufman, 2006) E-portfolios are interactive, providing learners with opportunities for feedback and collaboration from peers, instructors, and other stakeholders (Lorenzo & Ittelson, 2005) They can be easily exchanged and reviewed online, allowing for efficient feedback exchanges between instructors and students (Heinrich et al., 2007) By integrating both online and face-to-face feedback exchanges, teachers can use both instructor input and students' commitments to constructive learning more effectively E-portfolios are also dynamic and can be updated and revised over time, reflecting the learner’s ongoing growth and development (Chen & Light, 2010) Students can identify their weaknesses and challenges through repeated encounters and continually develop their task-solving techniques (Clark, 2012)

2.3 The benefits of E-portfolios

One of the primary benefits of E-portfolios is that they can enhance student learning Goldsmith (2007) states that E-portfolios can enhance learning outcomes and assess learners authentically Studies about applying E-portfolios as a learning tool to enhance students’ writing ability, grammar, and vocabulary were conducted

successfully Aghazadeh and Soleimani (2020) studied how an electronic (E-)

portfolio affected the complexity, accuracy, and fluency of EFL students' writing The post-test analysis of an independent-sample t-test revealed that the experimental group considerably outscored the control group in terms of writing complexity, accuracy, and fluency Additionally, the results of the surveys on instructors' and students' views toward the electronic portfolio showed that both teachers and students had a favorable opinion of the electronic portfolio Khodashenas and Rakhshi (2017) also investigated how Iranian EFL students' writing learning outcomes were impacted by E-portfolio evaluation Their conclusions showed that using an electronic portfolio helped students become better writers and encouraged them to do so Similarly to this, Karami, Sadighi, Bagheri, and Riasat (2018) investigated how E-portfolios affected students' writing abilities The results showed that using an electronic portfolio considerably improved EFL students' writing accuracy and fluency

Evidence from previous studies showed another great benefit of E-portfolios

in writing E-portfolios can save students’ and teachers’ time and energy compared with paper-based portfolios An E-portfolio significantly adds versatility to its usefulness, ease of sharing, reuse of entries for different backgrounds, portability, and various views on various circumstances (Banks, 2004) Students can conveniently store information, provide convenient access for browsing and analysis purposes, and reduce the chance of failure by using E-portfolios With the support of technology, teachers can save time and energy in giving feedback to students or peer-feedback among students versatilely when applying E-portfolios to writing to improve students' learning attitudes

In a study about integrating E-portfolios into writing, giving feedback and peer-feedback were focused in terms of improving students’ attitudes The problem with conventional writing methods using blackboard is that teachers cannot give

feedback to the whole class due to time constraints Moreover, peer-feedback is also limited E-portfolios are very suitable for giving feedback and peer-feedback because teachers and students can observe and discuss directly on the online platform, which is very convenient and instantly Therefore, E-portfolios enhance students’ technological awareness and motivate students to work effectively Additionally, Nicolaidou (2013) used 20 e-portfolios in a 4th-grade primary class to perform research The author concentrated on the connection between e-portfolios and peer feedback and writing ability He concluded that e-portfolios could help students improve their writing performance and peer input skills

E-portfolios provide several benefits that can enhance learning, including student control, reflection, and self-reflection According to Banks (2004), E-portfolios allow students to focus on their achievements, take control of their learning, and reflect on their activities while planning for future improvements This learner-centered approach encourages students to organize and scaffold their work for specific purposes and reflect on their progress, experiences, and skills Goldsmith (2007) also affirms that E-portfolios promote student self-evaluation and reflection In writing classes, E-portfolios facilitate an autonomous learning environment that encourages students to self-reflect Slepcevic-Zach and Stock (2018) conducted a study on reflection and self-reflection in which they advocated for encouraging reflection and self-reflection to promote student competence growth From the start, students should be encouraged to consider their learning actions (reflection), assess them (evaluation), and, if possible, modify them (regulation) to improve their learning outcomes

Motivation is an essential factor in learning, and E-portfolios can provide intrinsic motivation for students to reflect on their progress and improve their writing skills By allowing students to use E-portfolios as a tool for self-reflection and alternative evaluation, E-portfolios can change students' perceptions about writing skills and help them build reflective learning skills, leading to improved writing competence Research has shown that E-portfolio programs in schools can boost student engagement and improve learning outcomes Klampfer and Kohler (2015) conducted a study to understand learners' and teachers' motivation toward using E-portfolios, and the results indicated that the greater the incentive to work in

E-portfolios, the better the subjective learning performance, perceived behavioral influence, and perceived benefits are Similarly, Jee (2008) researched using blogs

as E-portfolios in EFL writing classes, and the study found that including blogs in writing, classes improved students' technological awareness, encouraged intrinsic motivation, and inspired students to become more attentive authors after engaging

in peer review and communication through blogs

For teachers, E-portfolios help to build a suitable educational journey for the program The teachers have to study and determine what kind of features and characteristics of the learners need to be considered when they design the syllabus

to find the most suitable ways for their learning style Moreover, E-portfolios record learners' competency as evidence of how they improve or what achievements they possess, as well as their comprehension and skills in writing Therefore, the teachers can provide the students with a framework to reflect systematically over time on the learning process and develop learning aptitude, skills, and behaviors of critical reflection (Barrett, 2007) Teachers also can keep track of the learners’ development process by observing the development of learners and following how learners develop over the course (Cheng & Fox, 2017) In addition, based on certain strengths and weaknesses, the teachers assess the efficiency and evaluate learners’ performance during the course after a long period because the teachers cannot manage the development of all students in a class (Lorenzo & Ittelson, 2005)

In Vietnam, there are some studies about applying E-portfolios in teaching writing Most of the studies focus on investigating students’perceptions of the use

of E-portfolios For example, research by Que Nhi & Xuan Mai (2018) on high school students’ perceptions of using Facebook-based E-portfolios in EFL writing showed the results of combining Facebook and E-portfolios in high school contexts According to the findings, students respected the contributions of Facebook-based e-portfolios in improving engagement, providing and getting input, inspiration, and trust in language, writing abilities, vocabulary, and grammar awareness Similarly,

a study conducted by Le, Bo and Nguyen (2023) explored the effect anđ students’s attitudes of using Canva-based E-portfolio in L2 Wriiting instructions The findings showed that students improved both their overall writing skills and the language use

criterion Besides, the study also demonstrated Canva’s positive impacts on students’ attitudes Tran and Nguyen (2019) also explored the use of e-portfolios for teaching writing to EFL students in a Vietnamese university The study found that e-portfolios enhanced students' self-reflection and collaboration, as well as their writing quality and motivation Another study by Nguyen and Pham (2020) investigated the impact of e-portfolios on teaching writing to EFL students in Vietnam The study found that e-portfolios enhanced students' writing proficiency and autonomy, as well as their critical thinking and metacognitive skills The use of e-portfolios also facilitated teachers' assessment and feedback

2.4 Challenges of E-portfolios

Electronic portfolios (e-portfolios) have become increasingly popular in educational settings due to their potential to enhance student learning, promote self-reflection, and document student achievements (Lorenzo & Ittelson, 2005) However, despite their many benefits, e-portfolios also present several challenges that must be addressed for successful implementation Williams (2005) also identified a few drawbacks of utilizing portfolios, some of which apply to electronic portfolios Time, portfolio complexity, and students' diligent work processes are the initial problems The validity of the students' work is an additional source of worry Since portfolios may be taken home, it is impossible to tell if students are producing original work or plagiarizing from others The issues are consistent with those identified in Wetzel & Strudler's (2006) study in the areas of time and effort Additionally, students may overuse online spell check and auto-correction while writing online (Eric & Ertas, 2011)

The usage of digital portfolios was resisted by several participants in Valdez (2010) since it required a lot of time and effort However, the tool did not have a significant impact on their grades Because they prefer to utilize networking sites for personal purposes over instructional ones, students may be reluctant to use digital portfolios E-portfolios have several difficulties due to slow internet connections, a lack of computers with internet access, a variety of social networking sites, and other factors Barrot (2016) also mentions other issues, such as sluggish

internet connection, lack of time, pressure from posting on websites, and uncertainty about whether their friends indeed read and responded to their posts Students in Aydin's studies from 2010 and 2014 noted several issues with time consumption, monotony, and fatigue while utilizing paper and digital portfolios Additionally, they sometimes found it challenging to study with their peers, to provide criticism, and to edit their work Some additional challenges were finding errors in paragraphs and essays, utilizing checklists for feedback, and brainstorming and planning

As cited in Nga and Khoa (2018), additionally, Wray (2007) states that students with little technology experience may find it difficult and stressful to navigate the technological obstacles of uploading files and digital photographs and favoring online sources In addition to difficulties in providing training and support, Wray (2007) claims that not all students have access to the devices and technology they need to create E-portfolios at home, such as scanners, video cameras, and audio recording equipment The time and care required to guarantee a successful experience for both instructors and students where the course objectives and purposes, as well as students’ needs are satisfied is likely the most significant worry with E-portfolios (Wray, 2007) Other issues, such as the absence of self-evaluation, reflection, and metacognitive abilities in students' educational backgrounds, especially the students who have never experienced this kind of evaluation before, may lessen the effectiveness of E-portfolios in addition to technological difficulties (Yastibas & Cepik, 2015) The last challenge may come from inexperienced instructors who utilize E-portfolios in their classes They may have trouble implementing the system since they are unfamiliar with the procedure

Abd-Wahab et al (2016) conducted a survey to research challenges in implementing E-portfolios, concluding some significant challenges Plagiarism (57%) and storage or server issues (51%) are also prevalent, and 47% of students failed to submit their course materials to their E-Portfolios The activities of trash

in and garbage out of learning materials posted in the E-Portfolio (66%), students only forcing the learning material to be submitted (65%), and loading work to academic staff to assess the E-Portfolio (62%), provide moderate obstacles Other problems, such as producing the E-Portfolio out of habit and evaluation and students believing the E-Portfolio has little value, are categorized as moderate obstacles but

only account for a smaller portion of the total Through self-learning, E-Portfolios help students become more independent In order to study independently, students must be responsible and driven; else, they risk falling behind

Writing skills cannot be learned in a short time It needs a process for students

to absorb and improve factors such as writing accuracy and writing fluency to improve their writing skills It is important to give appropriate feedback to students for improvement when class time is not allowed in most high schools Students need

to be able to review what they have written, receive feedback, and make corrections

to the finished product E-portfolios have been shown to fill that limitation; however, as can be seen, many studies (Slepcevic-Zach & Stock, 2018; Klampfer and Kohler, 2015; Acker & Halasek, 2008; Christen & Hofmann, 2008; Lorenzo & Ittelson, 2005) have researched implementing E-portfolios to enhance students' self-reflection or learning awareness, using E-portfolios for formative assessment, and investigating students' perceptions (Nga & Khoa, 2018; Nhi & Mai, 2018; Chan & Nguyen, 2019) However, there is little experimental research on how using electronic portfolios affects the learning outcomes of writing skills produced by EFL students in mountainous areas As a result, the author decided to research this issue A study examined how E-portfolios affected students' writing learning outcomes and attitudes in mountainous areas E-portfolios can be used to address the gaps described above

2.5 Learner’s attitude

In the fields of first and second languages, there is a wealth of study on attitude The majority of research show that attitude is important for learning and should be taught in language classes According to Gardner and Lambert (1972), students' attitudes regarding their target language have a clear influence on their language proficiency In other words, students can only become fluent in a language

if they actively engage in it on their own and have a positive outlook on the learning process Additionally, De Bot, Lowie & Verspoor (2005)) show how practitioners

of language teaching and learning, including instructors, researchers, and students, should consider positive attitude since it helps the acquisition of a second language

As a result, it would seem that learners' attitudes influence how well they approach

and assimilate the target language Since language learning has numerous benefits for both the instructor and the students in the language classroom, it is crucial to understand how children perceive it

In addition, attitude is an ill-defined concept that has been defined by a significant number of scholars Baker (1988) lists favorability, experience modification, and cognition as some elements of attitude In a research, Saracaloglu (2000) claims that the traits of the emotional domain include interest, values, and propensity, and they all have an effect on attitudes Additionally, Ajzen (2005) claims that an attitude is the disposition to respond favorably or unfavorably to something Additionally, Montano and Kasprzyk (2008) emphasize the notion that attitude may be defined as the conviction that a person will have a good attitude and vice versa if they have extremely positive views According to Wenden (1991), attitude has a common definition He provides evidence that the concept of attitudes has three parts The first domain, cognitive, is shaped by the participants' opinions

on the subject The third element is behavioral, which focuses on the consistent behaviors or behavioral intentions in regard to the item The emotional domain is concerned with emotions about an object

In conclusion, attitudes have a crucial role in language acquisition It has an effect on students' learning processes in addition to the goals that language learners set for themselves Additionally, there are three categories into which attitudes may

be separated: cognitive, emotional, and behavioral Affective and behavioral components indicate the propensity of emotions and purpose, while the cognitive domain is connected to thoughts or ideas

2.6 Conceptual framework

The theoretical-conceptual framework underpinning the research is designed

to show the key elements chosen for it Theoretical elements related to writing and E-portfolios are the initial basic notions In the area of applied linguistics, several E-portfolio models have been developed In the Plan-Do-Review Cycle of E-portfolios (Pallister, 2007) (Figure 2.2), the E-portfolio process is described in different stages: Plan – Do – Review, Reflect – Share, and Present Pallister's Plan-Do-Review paradigm supports an educational strategy based on social

constructivism According to constructivists, knowledge is the result of the learner’s own construction of meaning (Hein, 1991), and this knowledge is therefore adaptive

in nature given the fact that each individual has varying interpretations (Glasersfeld, 1995) The theory of constructivism is in sync with E-portfolios and the process writing approach because it advocates active student involvement and the process writing approach emphasizes meaning over form Students' varied interpretations are shown while creating E-portfolios since they must choose artifacts and think about their choices Instead than being limited to tangible resources, students using the E-portfolios may access a broad variety of online resources Additionally, authentic materials like news stories, documentaries, pictures, and podcasts may be used This expands the opportunities for students to tailor and create their work depending on people's viewpoints and experiences Additionally, social constructivism suggests that communication is the cause of such learning experiences Since the E-portfolios is digital and can be shared widely, the collaborative component is already ingrained in the writing processes With assistance from teachers and others, students may also create meaning via writing assignments Therefore, the constructivism theory in the E-portfolio emphasizes the process of developing and maintaining an E-portfolio via active participation and collaborative efforts

Students must become active, critical, and introspective in their learning throughout this cycle and assume responsibility for their learning When students are given authority over their learning and put at the center of the learning process,

it promotes genuine learning Students actively participate in creating their electronic portfolios, interact with the contents, and learn by planning, choosing, commenting on, and sharing the evidence they have collected By doing this, students acquire knowledge of the concepts and procedures that underlie ideas and processes According to Stefani, Mason & Pegler (2007), a student's capacity to significantly impact the construction of an E-portfolio is correlated with its potential

to enhance learning

The best way to understand E-portfolios is as a pedagogical process a method

of instructing and learning The primary emphasis of this paper is the instructional

method In looking at E-portfolios as a pedagogical process, the researcher will investigate what skills students need to create an e-portfolio This also pertains to the skills that instructors, trainers, and anyone who aids in creating E-portfolios must possess to help students The E-portfolio method promotes reflection and evaluation of the learner's actions, creations, experiences, and lessons

They are urged to write down and share their thoughts in their E-Portfolio

As a result, reflection gains value and must be more transparent and more apparent The learner may thus benefit more from the reflection step, which was once somewhat of an unseen process, as a consequence The planning process is informed

by and supported by the E-portfolio process The learner makes plans based on their thoughts for how they will proceed, what they will learn, and what they will accomplish or generate The Plan, Do, Review cycle is expanded to include the Record step The Record step is crucial because it has the potential to make the reflection more "clear," allowing and motivating the learner to share their views with others In order to prepare their thoughts for sharing with others, learners may engage in "deeper" thinking as they attempt to make sense of their experiences and fit them into their preexisting thinking, memories, structures, etc., which should help them gain more from the learning process The sharing process may help the learner

to retain more of what they have learned It is possible to integrate the E-portfolio procedures with the various learning phases

Figure 2.2 The E-portfolios process as a “ Plan – Do – Review” cycle, adapted

from Pallister, 2007