The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 18, No. 4, pp.442-469
ISSN: 1598-1398 (Print)
Print publication date 31 Dec 2018
Received 10 Nov 2018 Revised 10 Dec 2018 Accepted 16 Dec 2018

Using Electronic Speaking Portfolios for Assessment in the EFL Classroom: Students’ Perspectives

Yeonwoo Kwak* ; Judy Yin**
Teacher, Yuseong High School 130, Yuseong-daero 654beon-gil, Yuseong-gu, Daejeon
Professor, English Education Department Korea National University of Education 28173 충북 청주시 흥덕구 강내면 태성탑연로 250 250, Taeseongtabyeon-ro, Gangnae-myeon, Heungdeok-gu, Cheongju-si, Chungcheongbuk-do

Correspondence to: Yin, Judy Professor, English Education Department Korea National University of Education 28173 충북 청주시 흥덕구 강내면 태성탑연로 250 250, Taeseongtabyeon-ro, Gangnae-myeon, Heungdeok-gu, Cheongju-si, Chungcheongbuk-do, Korea Phone: 043-230-3543 Email:
First author : Kwak, Yeonwoo Teacher, Yuseong High School 130, Yuseong-daero 654beon-gil, Yuseong-gu, Daejeon, Korea E-mail:


Kwak, Yeonwoo. and Judy Yin. 2018. Using electronic speaking portfolios for assessment in the EFL classroom: Students’ perspectives. Korean Journal of English Language and Linguistics 18-3, 442-469. The present study investigates students’ perceptions of using electronic speaking portfolios in the EFL (English as a foreign language) classroom. In particular, the study explores students’ experiences throughout the portfolio cycle and aims to find out the students' perceptions of the e-speaking portfolio as an assessment as well as a learning tool. A total of 17 undergraduate students enrolled in the Basic English Speaking course posted ten video clips of their speaking activities, including five initial oral drafts and five revised versions, on their blogs throughout the semester. The students were asked to keep a reflective journal every week about their experience and were interviewed twice. The results of the study show that students benefited from experiencing recursive cycles as they accumulated their entries. In addition, students perceived the e-speaking portfolio as an effective learning tool and an assessment tool as the e-speaking portfolio provided the essential diagnostic information to guide their awareness of their current state and directions for improvement. From the Assessment as Learning (AaL) perspective, this study suggests that the e-speaking portfolio be implemented as a tool to enhance learning by means of diagnostic assessment.


EFL speaking assessment, speaking performance test, speaking portfolio assessment


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