Student Perceptions of E-portfolio Tasks in an Online Korean Language Class

Abstract

This study examines student perceptions of electronic portfolio (e-portfolio) tasks in an online Korean class. E-portfolios, as digital-platform-based collections of student work over time, are frequently used as an effective approach to teaching language and assessing students’ language skills. In this study, 26 students in the Advanced Korean Language and Culture course completed three different types of online tasks, for both their individual e-portfolios and a class e-portfolio, throughout one semester. An online survey was administered to the students at the end of the semester to collect feedback. The survey results show that the students had overall positive perceptions of the e-portfolio tasks, agreeing that the tasks were motivational, engaging, and reflective. They found the translation and writing e-portfolio tasks the most helpful, especially for helping them incorporate what they learned in class into their work.

Keywords

• e-portfolio
• online language class
• student perception
• translation e-portfolio
• writing e- portfolio
• speaking e-portfolio