The use of computer-mediated activity is undeniably helpful in making the language learning process more effective and meaningful among international learners in terms of developing their writing and professional skills. The growing interest in the use of portfolio assessment emanates from the consensus that it strengthens students’ learning, enhances lecturers’ roles, improves assessment process (Brown & Cheng, 2008), fosters self-regulated learning (Lam, 2017; Lee, 2017), enhances student motivation (Lee, 2017), and promotes reflection and metacognition (Lam, 2017). E-portfolios have been widely adopted as a learning and assessment tool in Europe, the United Kingdom, and the United States (Barrot, 2020). A number of studies found that e-portfolio adoption promoted reflection (Morris, 2003), self-directed learning (Beckers et al., 2016), and language learning (Hall & Townsend, 2017). In terms of writing pedagogy, e-portfolios have been found to support the development of students’ writing performance (Nicolaidou, 2013) and promote peer feedback (Chang et al., 2013). Despite the increasing support for the adoption of e-portfolios, research on its utility is just beginning to emerge (Bryant & Chittum, 2013).
Several universities in the UK are currently using interactive platforms such as AULA (Coventry University, LSBU) to promote active learning and a sense of community, increase engagement and develop a deeper sense of belonging, improve retention and enrolment, and deliver a hybrid learning experience that is always available from any device.
The current study aimed to enable 90 international foundation year students to create digital portfolios with Padlet for twelve weeks (a full term). During their weekly two-hour sessions, they were asked to upload the written tasks they produced in terms of their Personal Professional and Academic Skills Module and reflect on their own learning by creating a Personal and Professional Development Plan. The study employed a pre-test post-test design in terms of which students had to write a report at the beginning and the end of the term and take part in a survey. Students were asked to share their e-portfolios through the AULA online platform and ask for feedback from their peers and the lecturer. At the end of each interactive feedback session, they had to reflect on their work and the feedback they received and post their self-reflections on AULA. Findings indicated that students managed to increase their writing performance by 30% and develop their professional (transferable) skills, e.g., critical thinking and reflection, considerably as this was evident from their personal and professional development plans and the survey outcomes. Students seemed to enjoy this interactive experience and found it engaging and worthwhile. However, learners expressed their wish for more support when using IT tools and asked to be guided to develop their ability to be reflective practitioners in order to engage fully with their e-portfolios and this innovative interactive online platform.