Omani EFL teachers' and students' views on the current practices of the student's portfolio

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Abstract

The present study aimed to investigate EFL teachers' and students' views on the current practices of the student's portfolio in terms of teacher's purposes, students' purposes, teachers' roles and students' roles. The study sample included 953 EFL students and 258 teachers in the Sultanate of Oman. Data was collected using questionnaires. The major findings of the present study were that both teachers and students used the student’s portfolio for achieving a variety of purposes; however, the roles that they played might not lead to the achievement of these purposes. Generally speaking, teachers rarely played their roles in implementing the student's portfolio. The results indicated that teachers hardly prepared their students to implement the student’s portfolio and they assessed their students' portfolios at a moderate level. Regarding students, it was found that the students rarely participated in making decisions about their portfolios and they rarely prepared themselves to complete the portfolios. The most frequent role that they played in preparing their portfolios was to keep all materials, tasks and activities in their portfolios.
Original languageEnglish
Pages (from-to)182-199
Number of pages17
JournalJournal of Applied Linguistics and Language Research
Volume5
Issue number5
Publication statusPublished - 2018

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teacher
student
Oman
teacher's role
decision making
questionnaire

Keywords

  • portfolio, implementation, teachers' role, students' role

Cite this

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title = "Omani EFL teachers' and students' views on the current practices of the student's portfolio",
abstract = "The present study aimed to investigate EFL teachers' and students' views on the current practices of the student's portfolio in terms of teacher's purposes, students' purposes, teachers' roles and students' roles. The study sample included 953 EFL students and 258 teachers in the Sultanate of Oman. Data was collected using questionnaires. The major findings of the present study were that both teachers and students used the student’s portfolio for achieving a variety of purposes; however, the roles that they played might not lead to the achievement of these purposes. Generally speaking, teachers rarely played their roles in implementing the student's portfolio. The results indicated that teachers hardly prepared their students to implement the student’s portfolio and they assessed their students' portfolios at a moderate level. Regarding students, it was found that the students rarely participated in making decisions about their portfolios and they rarely prepared themselves to complete the portfolios. The most frequent role that they played in preparing their portfolios was to keep all materials, tasks and activities in their portfolios.",
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author = "Saleh Al-Busaidi and {Al Mekhlafi}, {Abdo Mohammed} and Eman Al-Kindi",
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AU - Al-Busaidi, Saleh

AU - Al Mekhlafi, Abdo Mohammed

AU - Al-Kindi, Eman

PY - 2018

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N2 - The present study aimed to investigate EFL teachers' and students' views on the current practices of the student's portfolio in terms of teacher's purposes, students' purposes, teachers' roles and students' roles. The study sample included 953 EFL students and 258 teachers in the Sultanate of Oman. Data was collected using questionnaires. The major findings of the present study were that both teachers and students used the student’s portfolio for achieving a variety of purposes; however, the roles that they played might not lead to the achievement of these purposes. Generally speaking, teachers rarely played their roles in implementing the student's portfolio. The results indicated that teachers hardly prepared their students to implement the student’s portfolio and they assessed their students' portfolios at a moderate level. Regarding students, it was found that the students rarely participated in making decisions about their portfolios and they rarely prepared themselves to complete the portfolios. The most frequent role that they played in preparing their portfolios was to keep all materials, tasks and activities in their portfolios.

AB - The present study aimed to investigate EFL teachers' and students' views on the current practices of the student's portfolio in terms of teacher's purposes, students' purposes, teachers' roles and students' roles. The study sample included 953 EFL students and 258 teachers in the Sultanate of Oman. Data was collected using questionnaires. The major findings of the present study were that both teachers and students used the student’s portfolio for achieving a variety of purposes; however, the roles that they played might not lead to the achievement of these purposes. Generally speaking, teachers rarely played their roles in implementing the student's portfolio. The results indicated that teachers hardly prepared their students to implement the student’s portfolio and they assessed their students' portfolios at a moderate level. Regarding students, it was found that the students rarely participated in making decisions about their portfolios and they rarely prepared themselves to complete the portfolios. The most frequent role that they played in preparing their portfolios was to keep all materials, tasks and activities in their portfolios.

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