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Examining EFL Learners’ Speaking Self-Efficacy and Attitudes in a OneNote-Based Self-Regulatory E-Portfolio Implementation | ||
| Issues in Language Teaching | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 04 فروردین 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2026.90740.953 | ||
| نویسندگان | ||
| Raziyeh Mashayekh1؛ Reza Dashtestani* 2 | ||
| 1PhD Candidate in TEFL, English Department, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran | ||
| 2Associate Professor of TEFL, English Department, Faculty of Foreign Languages and Literatures, University of Tehran, Tehran, Iran | ||
| چکیده | ||
| Integrating Self-Regulated Learning (SRL) principles within Electronic Portfolios (e-portfolios) promotes reflection, progress monitoring, and strategic refinement, potentially strengthening learners’ speaking self-efficacy. Despite this alignment, empirical research on self-regulatory e-portfolios for speaking self-efficacy is limited. To address this gap, the present study examined the effects of a OneNote-based self-regulatory e-portfolio on Iranian EFL learners’ speaking self-efficacy and their attitudes toward the tool in an online speaking course. Grounded in SRL and social cognitive theory, speaking self-efficacy was conceptualized as a multidimensional construct encompassing performance, linguistic, and self-regulatory self-efficacy. A total of 52 intermediate and upper-intermediate Iranian EFL learners, selected based on a PET sample test, were randomly assigned to an experimental or a control group. Over a five-week online course, the experimental group developed self-regulatory e-portfolios in OneNote structured according to Zimmerman’s cyclical model of self-regulation. In contrast, the control group received conventional instruction. Data were collected using the 18-item Self-Efficacy for EFL Speaking Scale (SEESS), an attitude questionnaire, and semi-structured interviews. A Multivariate Analysis of Covariance (MANCOVA) revealed statistically significant gains in performance, linguistic, and self-regulatory self-efficacy for the experimental group, with medium to large effect sizes. Learners also reported positive attitudes toward the e-portfolio, valuing its accessibility, organizational features, and support for reflection, goal setting, and feedback, despite some initial emotional and usability challenges. Overall, the findings underscore the pedagogical value of OneNote-based self-regulatory e-portfolios for enhancing speaking self-efficacy in online EFL contexts. | ||
| کلیدواژهها | ||
| attitude toward e-portfolio؛ e-portfolio؛ OneNote؛ speaking self-efficacy؛ self-regulated learning | ||
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آمار تعداد مشاهده مقاله: 20 |
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