Utilizing E-portfolio at Different Language Proficiency Levels: An Analysis of Writing Performance of EFL Learners

While some researchers question the effect of providing corrective feedback (CF), others believe that it can be effective if implemented by the new mediums such as e-portfolio (EP). However, there is a debate on the effectiveness of utilizing EP at different language proficiency levels. Given that, this study, first, aims to investigate if there any differences among the writing performance of EFL learners who are at different proficiency levels, beginning, intermediate, and advanced, when they are provided with direct corrective feedback (DCF) through EP, and, second, to investigate which proficiency level takes more benefits when DCF is provided through EP. To this end, 60 Iranian EFL learners whose proficiency levels were beginning, intermediate, and advanced participated in a writing program in which they were provided with DCF through EP. The results of this study revealed that with regard to two of the writing components, content and mechanics, and overall performance, there were statistically significant differences among the performance of the three groups. On top of this, the findings demonstrated that the higher the L2 proficiency level of the participants was, the more they could take benefit from the provided DCF through EP. It can be concluded that providing DCF through EP is constructive for all L2 proficiency levels, especially the advanced ones. This study carries some implications for L2 teachers, material developers, and syllabus designers.

کلیدواژه ها:

direct corrective feedback ، electronic portfolio ، writing components ، writing performance