AN E-PORTFOLIO: A PROMISING TOOL FOR PROMOTING LEARNERS’ AUTONOMOUS LEARNING COMPETENCIES IN AN EFL SPEAKING COURSE

Abstract

This study aims to explore autonomous learning competencies perceived by twenty EFL learners who took part in an English speaking course in which an e-portfolio was utilized as a learning tool in a Ho Chi Minh City-based language center. The exploratory sequential mixed-methods research employed semi-structured interviews and a closed-ended questionnaire for data collection, i.e., the qualitative data from the semi-structured interviews were initially gathered, and the quantitative data were then collected to confirm the qualitative results. The findings indicated the participants’ positive perceptions of autonomy-related competencies in an e-portfolio-based speaking course, consisting of accountability closely related to sense of responsibility, self-regulation referring to an ability to monitor their learning process, and self-assessment involving the process of discovering their identity and reflecting on their academic performance. The paper also highlights some pedagogical implications in a bid to enhance the effectiveness of English language teaching and learning in terms of the e-portfolio application.