This document discusses the use of e-portfolios in English language courses at the American University in Cairo. It describes how e-portfolios were implemented to help students with self-assessment, reflection on their learning, and developing skills for lifelong learning. The document outlines the training process for students and teachers on using the e-portfolio technology. It also discusses challenges faced and the benefits of e-portfolios for both student learning and teacher practices.

1. E-portfolios in an EFL Context
Technical and pedagogical implications
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Nadine Aboulmagd
Yasmine Salah-El-Din
American University in Cairo

2. Outline
• Purpose
• Process
o Training
o Implementation
• Implications for students and
teachers
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3. cc: Jirka Matousek - https://www.flickr.com/photos/28415633@N00
Context Where ePortfolios were used
Two English for Academic Purposes
Courses
1. Intensive English Program
2. English 0210

4. Assessment E-portfolios
• Reflection
• Demonstrate the extent of
learning outcomes achievement
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5. Purpose (Process)
Through reflection:
• Self-assessment
• Ownership of learning
• Student-centered activity
• Lifelong learning
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6. Purpose (Beyond the process)
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Tool for:
• Personal development
• Learning record
• Direction for career planning
• Feedback (peers & instructors)
• Showcase for employment

7. Criteria for Assessment
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Holistic & Rubric
• Quality of individual pieces
• Evidence from students’ work for support
(visuals multimedia)
• Depth of self-reflection

8. Problems in our Teaching Context
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• Small course component
• Technical difficulties
• Time-consuming for students quality?

9. The 40 Reflection Questions
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1. Backward-looking
2. Inward-looking
3. Outward-looking
4. Forward-looking
(21st Century Learning Academy, 2011)

10. Training Process
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What worked
• Consultation  Appropriate tool for
pedagogy
• Early training  Better student preparation
• Short, simple & hands on  Getting started
• Discussion of learning outcomes 
Examples of artifacts
• Instructor involvement in training 
Clarification & Understanding technology
• Available support

11. Implications
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Students
• E-learning preparation
• Enhanced achievement of learning
outcomes
• Metacognition awareness
• Critical reflection of learning
Teachers
• Technology integration
• Revisiting/redesigning course activities
• Effective alternative assessment
• Cost effective, portable & environmentally
friendly

12. Sample E-portfolios
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1.0210
2.IEP
3.Nadine

19. flickr photo by ArandaLasch https://flickr.com/photos/arandalasch/5547978486 shared under a Creative Commons (BY-NC-ND) license
Question & Answer
Think about your own context,
How can you implement e-portfolios?
What does that process include?
How can we help?

20. References & Further Reading
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Barnstable, Karen (2010). 41 Benefits of an ePortfolio. Retrieved
from https://kbarnstable.wordpress.com/2010/01/08/41-
benefits-of-an-eportfolio/
Grant,V. ( 2010) “ to e or not to e :Electronic portfolio in the adults
ESL classrom”. Hawaii Pacific University TESOL Working
Paper series 8 (1,2), 20-24.
Snavely, Loanne L. & Wright, Carol A. ( 2003), “ Research Use in
Undergraduate Honors Education: Assessment tool and
Model for Future Work. “The Journal of Academic
Leadership”. Vol.29.
Soliman, A. & Wahba, H. (2014). “E-Portfolios and English
Language Learners. Long Island University.