Investigating the impact of vocabulary strategy Instruction and E-portfolios on vocabulary strategy use and the acquisition of academic vocabulary by TEFL undergraduates

Abstract

This study investigates the role of utilising an electronic portfolio in the context of vocabulary learning strategy (VLS) instruction. It aims to examine the use of a mixture of language learning strategies and skills required for learning management. Therefore, the current study incorporates e-portfolio as an application that can provide learners with practical and systematic steps and thus assist them to make control on their learning.

This research adopted a mixed method approach to explore the impact of e-portfolio integration in the context of the VLS instruction on undergraduate learners’ strategic learning of vocabulary and academic vocabulary learning. This study employed a number of research instruments including vocabulary learning strategies questionnaire, academic vocabulary size test, interviews, artefacts and documentation of learning which forms comprehensive archival records (e-portfolio).

E-portfolio was found to be insightful and reflective of the strategies learning and use processes. Utilising e-portfolio in the context of VLS instruction seemed to lead to more systematic and consistent strategic learning of vocabulary. This has been in conjunction with significant improvement in the learners’ academic vocabulary size and in their strategic vocabulary learning. Such improvement would make changes in learners’ understanding and awareness towards strategic learning. This could play important roles in accelerating and facilitating the learning process in general. However, there were issues of irregularities where learners were not systematic or show less consistency when it comes to strategies use in the e-portfolio. The findings of this research contribute to a better understanding of how the use of e-portfolio impact on the learners’ strategic learning and on their acquisition of academic vocabulary.

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