Using E-Portfolio to Enhance Reflective Instructional Practices and Self-Efficacy of EFL Student-Teachers

Abstract

The current study was an attempt to investigate the effectiveness of using an E-Portfolio(EP)-based learning for   nurturing 4th year EFL student teachers’ reflective practices and self-efficacy at the Faculty of Education, Minia University. A quasi-experimental design was employed as it was suitable for the nature of the study. The one group pretest-posttest design was chosen to determine the intervention or the treatment on the study group. An EP teacher’s guide was developed by the researcher and used with the study group. Thirty students (both females and males) were randomly chosen for the study group. Data of the study were collected using two questionnaires (A reflective instructional practices questionnaire and EP knowledge questionnaire) a Reflective Instructional Practices Test (RIPT);   a Teaching Practice Observation Sheet (TPOS) and a Self-Efficacy Scale (SES) as basic tools. Analysis of data (using t-test) revealed that the study group significantly surpassed and achieved higher in the post performance of RIPT, TPOS and the Self-Efficacy Scale. Discussion of these findings, recommendations and suggestions for further research are presented.