Adopting e-Portfolios to sustain self-regulated and co-regulated learning: A classroom-assessment perspective

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Meeting ID: 995 0083 6904

The reflective component of e-Portfolios is said to help students improve second or foreign language writing in terms of motivation and academic results. Despite this positive advocacy, scholars remain unclear about how e-Portfolios can develop students’ self-regulatory abilities in writing classrooms, especially when students engage in complex e-Portfolio construction processes with peers, parents, teachers, their community, digital tools, and online resources. Recently, researchers have argued that not only do e-Portfolios promote self-regulated learning, but they also support co-regulation of learning wherein the latter is socially mediated by curriculum design, instructional materials, and in-class interaction patterns. Indeed, students’ inner development of self-regulatory capacity is closely influenced by external forces, which deserve more scholarly investigation. The study fills this gap by emphasizing that besides self-regulated learning, e-Portfolios can support students’ co-regulation of learning by way of their connectivity, visibility, and circulation. This talk has four parts. The first part defines key concepts, namely e-Portfolios, self-regulated, co-regulated, and socially shared-regulated learning, and introduces how e-Portfolios develop self-regulation of learning from a classroom-assessment perspective. The second part unpacks two conceptual models that underpin self-regulated and co-regulated learning relating to e-Portfolios. The third part presents a brief review, showcasing how e-Portfolios featuring self-regulation of learning can also support co-regulation of learning. The final part recommends strategies that facilitate self-regulation and co-regulation of learning in e-Portfolios reciprocally and discusses implications for pedagogy and research.

Ricky Lam is Associate Professor and Associate Head in the Department of Education Studies at Hong Kong Baptist University, Hong Kong, China. He is Associate Editor of Frontiers in Psychology and has served in several international editorial boards, such as Assessing Writing, RELC Journal, Journal of Asia TEFL, etc. His research interests include L2 writing assessment, digital portfolios, and language assessment literacy. His publications have appeared in Language Assessment Quarterly, System, Assessing Writing, Language Testing, TESOL Quarterly, ELT Journal, and other SSCI- and SCOPUS-indexed journals. Ricky is the lead author of Using Digital Portfolios to Develop Students’ Writing: A Practical Guide for Language Teachers (Routledge, 2022). Email: rickylam@hkbu.edu.hk