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

MINISTRY OF EDUCATION AND TRAINING 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 MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING 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 Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: NGUYEN THI XUAN LAN, PhD HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc 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 phương pháp giảng dạy môn Tiếng Anh Mã học viên: 1981401111025 Tơi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên Lê Thị Huyền Trang 4Í7 CỘNG HỊA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc 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 10th Graders at a Mountainous High school in Duc Linh Ý kiến giáo viên hướng dẫn việc cho phép học viên: Lê Thị Huyền Trang bảo vệ luận văn trước Hội đồng: Thành phố Hồ Chí Minh, ngày thảng năm 20ẦỈ Người nhận xét i Statement of authorship I thus certify that the thesis “The Effect of E-portfolios on Writing Learning Outcomes of 10th 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 ii 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 iii Tóm tắt Nghiên cứu thực với mục đích điều tra tác động E- portfolio đến kết học kỹ Viết học sinh đánh giá thái độ họ việc tích hợp E-portfolio lớp học kỹ Viết Nghiên cứu sử dụng thiết kế thử nghiệm liên quan đến 76 học sinh lớp 10 trường trường miền núi Duc Linh chia thành hai nhóm: đối chứng thực nghiệm Nghiên cứu áp dụng phương pháp kết hợp đinh lượng định tính Việc thu thập liệu định lượng bao gồm đánh giá trước sau kiểm tra, với việc sử dụng bảng câu hỏi vấn làm công cụ nghiên cứu cho việc thu thập liệu định tính Việc phân tích kết kiểm tra phản hồi học sinh cho thấy cải thiện đáng kể kết học kỹ Viết, với thái độ hồn tồn tích cực E- portfolio học sinh Các kết tìm thấy gợi ý giáo viên tiếng Anh nên xem xét việc kết hợp E-portfolio vào việc hướng dẫn học sinh học kỹ Viết cải tiến quan sát độ xác trơi chảy viết, phản hồi tích cực học sinh Nghiên cứu góp phần hiểu biết việc triển khai E-portfolio để nâng cao chất lượng dạy viết tiếng Anh ngoại ngữ (EFL), đặc biệt trường trung học phổ thông miền núi Từ khoá: E-portfolios, writing accuracy, writing fluency, attitude, high school students, EFL writing iv 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 v Table of contents Statement of authorship Acknowledgment ii Abstract iv Table of contents v Lists of tables vii Lists of figures viii List of abbreviation ix CHAPTER - INTRODUCTION 1.1 Study background 1.2 Statement of the problems .6 1.3 Research aims 1.4 Research question 1.5 Significance of the research .8 1.6 Scope of the study 1.7 Outline of the study CHAPTER – 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 29 CHAPTER - 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 vi 3.5 Data analysis 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 47 CHAPTER – 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 .68 4.3.2 Research question .70 4.5 Summary of Chapter 72 CHAPTER – 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 77 REFERENCES 78 APPENDICES 89