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Abstract and Figures

Eportfolio is a powerful tool to develop students’ communication as well as critical thinking skills as it allowsstudents to produce their own reflective written products and foster active learning. This study aims to design aninnovative teaching approach to improve students’ written communication skills in English which is one of theimportant soft skills for students entering the workforce. Specifically, this study intends to design an eportfolioconceptual framework that can be embedded into an English course. Furthermore, the interactivity mediated bythe social networking platform and students’ familiarity using this platform can also elevate their motivation towrite in English language. This study contributes to the creation of an innovative teaching approach, astudent-centered learning approach that utilizes online technology. The new developed eportfolio framework canalso be adopted in other English courses for the purpose of improving students’ writing skills in Englishlanguage. Future research should emphasize on the eportfolio model evaluation, integration with soft skills andstudents’ perception of the use of this web-based tool using Technology Acceptance Model (TAM).

Comparison of the top skills for high-growth/high-wage occupations and all occupations in the United States

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A conceptual framework of eportfolio

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Asian Social Science; Vol. 11, No. 17; 2015

ISSN 1911-2017 E-ISSN 1911-2025

Published by Canadian Center of Science and Education

35

Designing an Eportfolio Conceptual Framework to Enhance Written

Communication Skills among Undergraduate Students

Khalid Saifullah Mazlan1, Linda Khoo Mei Sui2 & Zanariah Jano3

1 Centre for Languages and Human Development, Universiti Teknikal Malaysia Melaka (UTeM), Malaysia

Correspondence: Khalid Saifullah Mazlan, Centre for Languages and Human Development, Universiti Teknikal

Malaysia Melaka (UTeM), Hang Tuah Jaya, 76100 Durian Tunggal, Melaka, Malaysia. Tel: 60-17-631-0104.

E-mail: khalidsaifullahmazlan@gmail.com

Received: January 16, 2015 Accepted: January 28, 2015 Online Published: June 5, 2015

doi:10.5539/ass.v11n17p35 URL: http://dx.doi.org/10.5539/ass.v11n17p35

Abstract

Eportfolio is a powerful tool to develop students’ communication as well as critical thinking skills as it allows

students to produce their own reflective written products and foster active learning. This study aims to design an

innovative teaching approach to improve students’ written communication skills in English which is one of the

important soft skills for students entering the workforce. Specifically, this study intends to design an eportfolio

conceptual framework that can be embedded into an English course. Furthermore, the interactivity mediated by

the social networking platform and students’ familiarity using this platform can also elevate their motivation to

write in English language. This study contributes to the creation of an innovative teaching approach, a

student-centered learning approach that utilizes online technology. The new developed eportfolio framework can

also be adopted in other English courses for the purpose of improving students’ writing skills in English

language. Future research should emphasize on the eportfolio model evaluation, integration with soft skills and

students’ perception of the use of this web-based tool using Technology Acceptance Model (TAM).

Keywords: eportfolio, framework, English language, written communication skills

1. Introduction

In the era of globalization and advancement of online technology, there is a need to design an innovative

teaching and learning approach that allow an active participation from students in the learning process. This need

has also been highlighted by the Malaysia Education Blueprint (2013 – 2025) which highlights that in the

globalized 21st century, innovative teaching approach is crucial for the development of high-quality human

capital. The use of creative and innovative applications of Information and Communication Technology (ICT) is

seen as a potential tool to help the development of higher-order thinking skills and transform the process of

education. Concurrently, an increasing use of a wide variety of ICT by faculty and students to support teaching

and learning process gradually causes a migration of student portfolios towards an electronic format which is

also known as electronic portfolios or eportfolio (Khoo, 2012).

Until June 2013, it is estimated about 210,263 graduate students failed to get any job in any sector which make a

total of 56% from the total number of 375,401 unemployment in Malaysia (Utusan Malaysia, 2013). As

identified by the 2011 Graduate Tracking Study of the Higher Education Ministry, around 40,000 graduates in

Malaysia were still unemployed and about 28, 000 to 34,000 graduates failed to secure employment from the

year 2008 to the year 2010. Besides, the graph of the number of unemployed graduates by highest certificate

obtained in Malaysia indicates a small degree of increment as compared with the year 1998 to the year 2010.

Even though the overall rate of unemployment in Malaysia decreased throughout the year, the number of

unemployed graduates in Malaysia increased (Department of Statistics [DOS], 2011). Indeed, in 2012, tertiary

educated or university graduates are the second largest group of unemployed labours (Razak, Yusof, Syazana,

Jaafar, & Talib, 2014). The 2012 statistic showed that 76,200 graduates are still unemployed and the numbers

will increase as all new graduates passing out each year are striving for employment (Borneo Post Online, 2012).

This is due to reasons such as poor command of the English language, lack of self-confidence and experience,

and poor communication skills (Phang, 2006; The Sun Daily, 2006; The Sun Daily, 2014).

Today’s workplace shows that technical skills are inadequate to keep individuals employed as the general

consensus among employers indicates that the main problem with graduates is the lack of the soft skills needed

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for productive performance (Robles, 2012; Wei, 2011). Therefore, this study intends to design an eportfolio

conceptual framework that can be embedded into an English course to improve students’ written communication

skills, a critical soft skills needed nowadays (Andrews & Higson, 2008). According to the Recruitment and

Employment Commission (REC), almost 50% from the overall Curricula Vitae (CVs) received by recruitment

consultants have spelling or grammar mistakes. Unexpectedly, the number of graduates aged between 21 to 25

who make this mistake are double as compared to those who did not go on to university (The Guardian, 2009).

Thus, soft skills such as English language proficiency and communication skills are crucial for graduates’

employment ability (Razak et al., 2014; Wei, 2011). Most of fresh graduates and workers have insufficient skills

in English language (The Malaysian Insider, 2014; Yasin et al., 2010). National Higher Education Research

Institute (IPPTN) finds that graduates are unable to be employed because of their weaknesses in: (a) mastering

command of the English language including communication skills (both oral and writing); (b) generating

interpersonal relationship; (c) instilling motivation; and (d) overcoming attitude problems such as unable to work

as a team, refused to learn, selfish, overly selective in jobs and ask for a high salary (Wei, 2011).

Correspondingly, Baharun and Suleiman (2009) find that oral and written communication are ranked first and

second, respectively, in respect of employers’ perceptions of what makes graduates marketable. Mitchell (2010)

also finds that 73% reported general communication and 57% stressing written communication skills as

extremely important. Another study mentions that hard skills contribute only 15% to one’s success, whereas 85%

of success is due to soft skills (Wats & Wats, 2008). For that matter, eportfolio is an excellent tool for reflective

learning practices that offers a richer, transformative educational experience for the students and promotes a

more profound type of learning. It can also be used to evaluate students’ work by using a variety of multimedia

artifacts such as images, video, audio, documents, journals, presentations, or projects as well as provide a view

into the individual’s mind and capabilities (Khoo, 2012; O’Keeffe & Donnelly, 2013).

2. Literature Review

2.1 Soft Skills and Communication

Soft skills are personal attributes or characteristics that are interpersonal, broadly applicable and complement

hard skills. It is less tangible and harder to quantify, thus makes it difficult to observe, acquire and change. In

contrast, hard skills are specific, teachable abilities that can be learned and perfected over time, which involve a

person’s skill set and ability to perform a certain type of task or activity (Bronson, 2007; Parsons, 2014). Soft

skills enhances a person’s interaction, work efficiency, and career prospect whereby students should develop and

obtain from the institution which later benefit their career (Ministry of Higher Education, Malaysia, 2006).

Wei (2011) shows that most employers are looking for graduates with good soft skills and good command of

English language especially in private sectors. Sutton (2002) finds that soft skills are very important that they are

ranked by employers as number one differentiator for job applicants and highly significant for potential job hires

in all types of occupations and industries. Similarly, communication skills are part of the essential elements of

generic skills that are important among university students and these skills have been addressed comprehensively

at higher education institutions in Malaysia (Iksan et al., 2012; Said, Mahamod, & Alias, 2013).

A list of soft skills includes more than communication, but proficient communication skills are important as it

allows people to excel in their careers and lead a more satisfying life (Cleveland & Larkins, 2004).

Communication skills are the foundation of all generic skills. In fact, one of the main contributions towards

unemployment among graduates in Malaysia is the lack of English language proficiency (Astro Awani, 2014;

The Malaysian Insider, 2014; Yasin et al., 2010). This is supported by Daud, Abidin, Sapuan and Rajadurai

(2011) when they mention that 30,000 Malaysian graduates had only managed to get casual and temporary work

that was below their qualifications such as cashiers and restaurant workers because of their limited English

proficiency. According to the Association for Academic Language and Learning (AALL, 2010), English

language proficiency can be defined as students’ ability to make and communicate meaning in English

appropriately either in vocal or written context in concern for using the correct grammar and sentence structure

while studying and after graduating. A study conducted by Razak et al. (2014) agree that English language

proficiency is the most significant factor that influence unemployment among graduates in Malaysia and poor

competency in this language hinders generic skills development. Additionally, the National Graduate

Employability Blueprint (2012 – 2017) shows that the main problems identified by employers in hiring fresh

graduates are poor command of the English language with 56%; poor character, attitude or personality with 37%;

demanding of salary/benefits with 33%; irrelevant Degree or job mismatch with 30%; too choosy selecting

jobs/company with 28%; and shallow knowledge in the required field with 24%.

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Effective verbal and written communication decrease the chance of misunderstanding, facilitate the process of

deciphering messages, and allows for deeper connections with others (Maguire & Pitceathly, 2002). A white

paper commissioned by Microsoft Corporation and released by International Data Corporation (IDC) shown in

Figure 1 reports that, among 20 distinct skills bubbling up to the top in millions of high-growth, high-paying job

postings, oral and written communication skills are the most required skills across all occupations. The study

also provides insight into the skills students need for the top 60 high-growth, high-wage occupations that will

account for 11.5 million new hires and 28 percent of job growth by 2020 (Anderson & Gantz, 2013).

Figure 1. Comparison of the top skills for high-growth/high-wage occupations and all occupations in the United

States

Issues regarding undergraduate students lack of soft skills such as communication skills demanded by the job

market in Malaysia have been highlighted globally (Shakir, 2009). In fact, during job interviews the prospective

employers find that Malaysian graduates lack the communication skills necessary to communicate their

knowledge and promote themselves (Nurita, Fatimah, Noor Akmar, & Hanifah, 2010). As stated by The

Engineering School Directory (2010), having an excellent communication skills is one of the top ten qualities of

a great engineer where they can write clearly and succinctly, translate complex technical lingo into plain English

and also communicate verbally with clients and colleagues. As graduates, they must be able to express their

thoughts distinctly and confidently in oral and written forms. Graduates should also be technically savvy and

able to give a good presentation with the help of technology (Ministry of Higher Education, 2006).

2.2 Written Communication Skills

Written communication is the development and expression of ideas in writing, which involves any type of

message that makes use of written words with correct grammar, punctuation, and spelling as its key. It is an

important part of communication since employers of graduates often express concern that students graduate with

inadequate basic written communication skills as they do not always receive formal teaching in written

communication while doing their undergraduate degrees (Griffith University, 2004). Effective written

communication should be complete, coherent, concise, clear, concrete, correct, and courteous (Dwyer, 1993, p.

186). Written communication consists of three main elements which are structure (the way the content is laid

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out), style (the way writing is expressed), and content (what the student is writing about) that can be developed

through iterative experiences across the curriculum (University of Kent, 2014). Houser (2012) states that written

communication involves learning to work with numerous different writing technologies in many genres and

styles. It can be defined as the ability to communicate a cohesive and logical message via writing, which

employs correct spelling, proper grammar, and proper punctuation when dealing with a range of audiences, in a

variety of modes (e.g., persuasion, argument, exposition), as the context requires, using a number of different

means (e.g., graphical, statistical, audio-visual and technological). Such writing is acceptable by English

standards and typically does not include non-standard or unconventional contractions and abbreviations (Griffith

University, 2004; Written Communication, 2012).

2.3 Eportfolio and Reflection

Eportfolios are the offspring of printed portfolio. It stores a collection of learners’ works (often called ‘artifacts’)

which include products, demonstrations, self-assessments, resources, and accomplishments in digital form rather

than physical form that represent an individual, group, or institution (Lorenzo & Ittelson, 2005). The National

Learning Infrastructure Initiative (NLII, 2004) defines an electronic portfolio as “a collection of authentic and

diverse evidence, drawn from a larger archive representing what a person or organization has learned over time

on which the person or organization has reflected, and designed for presentation to one or more audiences for a

particular rhetorical purpose” (p. 22). Eportfolio is the result of the transformation of a previously written

portfolio, which is introduced as a means of assessing writing that supported learning through asking students to

reflect on and make judgement of their own work (Cambridge, 2010). Unlike portfolio, eportfolio is easier to be

used in publishing information and as a learning tool where users can share ideas and information online with

other users (Handa, Arame, Goda, Naganuma, & Gondo, 2011). It is also a useful tool to support integration,

synthesis and re-use of formal and informal learning experiences (Tosh et al., 2006).

In addition, electronic systems offer significant advantages in the execution of portfolios including removal of

physical size restrictions, variety data inclusion, data storage/backup advantages, increased security, quick

logging processes, flexible and can be accessed at anytime and anywhere (Khoo, 2012; Ku & Chang, 2011;

Montgomery & Wiley, 2008). Reflection and learning are key goals of eportfolio pedagogy (Gallagher & Poklop,

2014). The learning eportfolio is more student driven in its goals and content with the potential to develop

reflective and critical thinking skills, and often consists of students’ work from their learning experiences that

have been collected, reflected, selected, and presented to show growth and change over time. These works can be

stored in a digital archive of learner artifacts that is often called a working portfolio which represents an

individual or organization’s human capital (Barret & Wilkerson, 2004).

A process of reflection that goes into composing an eportfolio is central to its impact on learning, does making

learner’s reflection on artifacts and the story that the eportfolio tells, a critical component (Cambridge, 2010).

Moon (as cited in Stefani, Mason, & Pegler, 2007) defined reflection as “a mental processing form that we use to

fulfill a purpose or to achieve some anticipated outcome. It is applied to gain a better understanding of relatively

complicated or unstructured ideas and is largely based on the reprocessing of knowledge, understanding and

possibly emotions that we already possess”. Besides that, reflection is the main component of electronic

portfolios that differentiates an eportfolio from a simple repository of artifacts as it assists students to learn from

experience and practice, thereby helping them to bridge the theory-practice gap (Gallagher, 2001; Yancey, 2001).

It is important because it helps students to manage and understand their learning experienced that includes a

jumble of disconnected facts and assignments, as it fits in connecting one topic and discipline to another (Eynon,

2009). Complementary to this, reflective thinking helps in the development of higher order thinking skills among

learners by prompting them to (a) relate new knowledge to prior understanding, (b) think in both abstract and

conceptual terms, (c) apply specific strategies in novel tasks, and (d) understand their own thinking and learning

strategies (Odiba & Baba, 2013). Reflective learning will be most effective when the contents are personal and

‘owned’ by the student (McMullan, 2008). Thus, the use of eportfolio in this study supports reflection as it can

help students to comprehend their own learning and take charge of their learning process.

Reflective pedagogy transforms eportfolio from a push-button technology into an engaging process of

connection, integrating academic learning, life experience, and profound processes of personal growth.

Cambridge (2010) asserts that technology can support reflection in three ways: (a) enabling multimedia and

hypertextual reflection, (b) scaffolding the learning process, and (c) facilitating interaction with audiences.

Eportfolio also provides a place for students to exhibit and reflect on their achievements independently as it is

customizable. This enables them to learn, develop, and display their strengths which may help in achieving a

greater understanding of their individual growth, career planning, and Curriculum Vitae (CV) building.

Reflection on learning has been found to facilitate both lifelong and life-wide learning that enables the learner to

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comment on their collection of evidence (Cambridge, 2008). Apart from that, eportfolio allows students to

demonstrate competencies and reflect their learning upon experiences, document academic preparation as well as

career readiness, and assists them to map out the future direction (Tosh & Werdmuller, 2004). Creating an

eportfolio enables the enhancement of students learning process by giving them a better understanding of their

skills, together with where and how they need to improve to meet academic and career objectives. Students who

use eportfolios will also be more responsible for their own learning, understand their strengths and limitations, at

the same time learn how to set their goals (Hillyer & Lye, 1996). The digital artifacts collected by students can

also be used to assess learning at the course, programme, department, and institutional level.

2.4 Eportfolio and Constructivist Learning

Eportfolio is characterized as a constructive learning tool. In constructivism, learning involves a mental

construction where people learn based on their personal interpretation of the world, as people create their own

understanding and knowledge of the world through experiencing things and reflecting on those experiences

(Duffy & Cunningham, 1996; Wilson, 1995). In the constructivist learning, learners are not just the passive

recipients of information. They become active, reflective, critical, take more responsibility for their own learning,

and learn to build knowledge on their own by linking new information to their prior knowledge and determine

their own learning outcomes (Batson, 2002). The aim of constructivist learning is to engender independent,

self-reliant learners who have the confidence and skill to use a range of strategies to construct their own

conceptualizations, knowledge and solutions to problems (Stefani et al., 2007). The concept arose from cognitive

and constructivist learning theories (Jonassen, 1991; Von Glasersfeld, 1995) in that students are ‘information

architects’ of their own learning where they construct and provide the evidence demonstrating that learning has

taken place with an ongoing assessment, reflection and justification of their knowledge, actions and behaviours.

The process assumes that in preparing the eportfolio, learning is enhanced through students’ reflection and

identification of further learning requirements. In this way, eportfolios promote a learner-centered approach with

a focus on reflection and outcomes (Tiwari & Tang, 2003). In essence, constructivism is concerned with the

process of how we construct knowledge, which depends on what learners already know, which in turn depends

on the kinds of experiences they have had, how they have managed those experiences into knowledge structures,

and their beliefs when interpreting the knowledge (Jonassen, 1995). This learning theory represents

philosophical underpinnings that lead to the guidance and development of eportfolio content and design.

2.5 Frameworks of Eportfolio Process

There are four common types of conventional portfolio usage in different learning contexts which are assessment,

showcase, development, and reflective portfolios (Stefani et al., 2007). Eportfolio can be divided into two major

purposes which are (a) promotion of student-centered learning and reflection; and (b) career planning and CV

building (Tosh & Werdmuller, 2004). There is one thing that all eportfolios have in common, the learners must

create portfolio elements or artifacts to be presented within the portfolio itself (Cambridge, 2010). In practice,

eportfolios can be used in a wide range of learning context and may combine characteristics of the showcase,

development and reflective portfolios. Barton and Collins (1993) emphasize, “the first and most significant act of

portfolio preparation is the decision of the purposes for the portfolio” (p. 203). Common paradigm in developing

portfolio can be either positivist or constructivist as these two paradigms are in conflict with each other (Barret

& Wilkerson, 2004). Barret (2004) also mentions that it is important to differentiate between electronic portfolio

(constructivist) and assessment management system (positivist) to avoid confusion in pedagogy. Table 1 shows

the differences between these two paradigms as outlined by Leon and Pearl Paulson (1994):

Table 1. A comparison of positivist and constructivist paradigms

Positivist Portfolios Constructivist Portfolios

The purpose of the portfolio is to assess learning outcomes

and those outcomes are, generally, defined externally.

Positivism assumes that meaning is constant across users,

contexts, and purposes.

The portfolio is a learning environment in which the learner

constructs meaning. It assumes that meaning varies across

individuals, over time, and with purpose.

The portfolio is a receptacle for examples of student work

used to infer what and how much learning has occurred.

The portfolio presents process, a record of the processes

associated with learning itself and that a summation of

individual portfolios would be too complex for normative

description.

The positivist approach puts a premium on the selection of

items that reflect outside standards and interests.

The constructivist approach puts a premium on the selection

of items that reflect learning from the student’s perspective.

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In this research study, the eportfolio is developed using Google Blogger (formerly known as Blogspot) and it is

fully owned by the students. Blogger is a user-friendly, free blogging platform that requires only a Gmail/Google

account to get started, which makes it suitable for novice users. The learning process in developing an eportfolio

is being examined by adapting the eportfolio process as ‘Plan-Do-Review’ cycle by Pallister (2007) with an

added elements from Constructivist Paradigm (Barret & Wilkerson, 2004) and The Learning Landscape

Framework (Tosh et al., 2006) as shown in Figure 2. The ‘Plan-Do-Review’ cycle includes both the approaches

of Kolb’s Experiential Learning Cycle (Kolb, 1984) and Action Learning (McGill & Brockbank, 2004) as

outlined in Pallister (2007). In Kolb’s theory, the impetus for the development of the new concept is provided by

new experiences while McGill and Brockbank Action Learning is based on the idea that learning and

development should involve real problems, in real life, with real people. These two approaches are based on

Constructivist Learning Principles (Jonassen, 1994).

2.5.1 ‘Plan-Do-Review’ Cycle (Pallister, 2007)

Pallister’s Plan-Do-Review model supports a social constructivist approach to learning. This cycle involves

student-centered learning where the students have to become active, critical and reflective in their learning as

well as take responsibility for their learning. It fosters authentic learning when students are placed in the center

of the learning process enabling control over their learning. Students are not just the recipient of information,

they actively engage in constructing eportfolio, interact with contents and obtain the experience of the learning

by planning, selecting, reflecting, and sharing their eportfolio evidence, thereby gain an understanding of the

ideas and processes which in turn develops knowledge. Stefani et al. (2007) suggest that the potential for

eportfolio to support learning is linked to a student’s capability to play an important role in its development.

2.5.2 Constructivist Paradigm (Barret & Wilkerson, 2004)

In the constructivist theory, learner autonomy and initiative are not only accepted, but actively encourage.

Likewise, the Constructivist Paradigm emphasis is placed on the student and is focusing on making meaning and

assessment as learning through the process of reflecting on students’ own learning. Reflective writing not only

provide student with valuable feedback from lecturers and peers, but also promoted students’ self-awareness of

the learning process and required them to assume responsibility for their own learning objectives (Zubizarreta,

2004). Reflection in eportfolios is different from other types of reflection supported by technology because it is a

reflection on evidence. As Portland State University has found (as cited in Barrett & Wilkerson, 2004),

hyperlinking in evidence also leads to metacognition which in turn promote deep learning. Evidence in an

eportfolio is not just artifacts that a student places in their digital archive, but the artifacts need to be followed by

student’s rationale, or their argument as to why these artifacts represent their evidence of achieving specific goals,

outcomes or standards in order to be considered as evidence of learning. Therefore, having new ways to connect

reflective commentary to the features of that evidence could prove powerful (Cambridge, 2010).

More importantly, in ‘high stakes’ environments, students evidence needs to be validated using a well-developed

rubric with distinguishable specific criteria by a trained evaluator such as lecturer and instructor. This can be

represented by a simple formula:

Evidence = Artifacts + Reflection (Rationale) + Validation (Feedback) (1)

Students may produce several presentation eportfolios, based on multiple purposes and audiences. Also, this

constructivist model supports deep learning by focusing on lifelong, self-directed learning, with an internal locus

of control which includes choice of artifacts that results in personalized eportfolio, and focuses on the learner’s

celebration of uniqueness. In eportfolio, deep learning is supported by facilitating the making of connections

between learning experiences that occur in various contexts and environments (Tosh et al., 2006). Barbara

Cambridge of the American Association for Higher Education (as cited in Barrett & Wilkerson, 2004) states that

deep learning involves reflection, is developmental, integrative, self-directive and lifelong. Hence, the

presentation eportfolios by students may result in a student-centered documentation of deep learning.

2.5.3 The Learning Landscape (Tosh, Werdmuller, Chen, Light, & Haywood, 2006)

This framework gives emphasis on integration and synthesis of learning, regardless of where that learning occurs

(e.g., inside or outside the classroom, on campus or off campus, during an undergraduate career or beyond, face

to face virtually). The framework allows substitution of emerging technologies as new technologies propose

additional ways for reflection and is characterized by three elements:

1) Reflection: The learner maps out their thoughts on a course, a piece of work, or more general experiences.

2) Communication: The learner communicates their reflections to other students, peers, tutors, and lecturers.

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3) Sharing: The learner gives selected other user access to their material (e.g., reflections, artifacts, resources).

The combination of eportfolio and social networks within the learning landscape framework may enhance the

prospect for deep learning and provide myriad benefits for the learner as all these tools can facilitate the sharing

of reflection; trigger reflective exchange and the creation of audience; and promotes self and peer evaluation.

The ability to communicate, collaborate, and share ideas with other learners; pull in information from various

research sources; organize and manage own personal learning; form communities of learning or social activity;

creates user engagement milieu with peers; and encourage tutor interaction within one or more institution, will

eventually foster a level of deeper learning (Klein, 2013).

3. Methodology

In designing an eportfolio, the purpose should be clear as it will determine the pedagogies and the process of

implementation. Riedinger (2006) asserts that, “the power of eportfolios and reflection can be squandered if their

purposes are not clearly defined” (p. 95) as the purpose of the eportfolio will determine the pedagogies and the

implementation process. Literature review and qualitative research method have been used to identify suitable

pedagogies and framework elements that can be applied in designing an eportfolio framework.

Research on the use of eportfolio for written communication skills enhancement is still infancy. Thus, qualitative

research method is the prevalent approach when the theory base is unknown (Creswell, 2003). This view is

supported by Morse (1991) when he wrote “characteristics of a qualitative research problem are: (a) the concept

is ‘immature’ due to a conspicuous lack of theory and previous research; (b) a notion that the available theory

may be inaccurate, inappropriate, incorrect or biased; (c) a need exists to explore and describe the phenomena

and to develop theory; or (d) the nature of the phenomenon may not be suited to quantitative measures” (p. 120).

Qualitative research is a flexible and unobtrusive method that focuses on meaning rather than frequency and

quantification. It is characterized by its aims, which relate to understanding behaviours, processes, experiences

or perspectives based on the research problem or topic. Meanwhile, content analysis is a research tool used to

determine the presence of certain words or concepts within text or sets of texts which allows an analysis of

relatively unstructured data in view of the meanings, symbolic qualities, and expressive contents they have. It is

done by quantifying and analyzing the presence, meanings, and relationships of such words and concepts, then

make inferences about messages within the texts. Texts can be written documents, images, interviews, speech,

multimedia, or any communication content (Krippendorff, 2004; Naude, 2008). Qualitative content analysis is a

useful alternative when the research involves working with interpretive paradigm to identify important themes or

categories within a body of content. This method can also be used to investigate student’s reflection about their

learning development by analyzing the eportfolio entries to look for patterns before summarization in order to

bring meaning to the text (Kabicher, Kriglstein, Figl, & Motschnig-Pitrik, 2008; Khoo, 2012).

3.1 Sample and Data Collection

This research used frameworks, theories and paradigms from previous research studies regarding eportfolio and

learning as samples. Data collection from literature review of written text and online documents such as books,

journals, articles, and newspaper are being used to gain information and develop a deeper understanding of the

eportfolio process, features, elements, implementation and its connection to self-regulated learning.

3.2 Data Analysis

Data collected which includes large amounts of textual information is systematically identified based on its

properties. As this research emphasizing on constructivist and reflecting learning, data that implemented the

constructivist principle will be given priority for analysis. In order to find the important elements, the analyzing

process of ‘Plan-Do-Review’ cycle, Learning Landscape Framework, and Constructivist Paradigm take place by

identifying and making comparisons of the processes, features, elements, strengths and weaknesses available in

each model. Based on the analysis, a new eportfolio conceptual framework is developed.

4. Findings

Based on the literature review, a new conceptual framework of an electronic portfolio process was designed

adapting the framework by Pallister (2007) with an added element from Barret and Wilkerson (2004)

Constructivist Paradigm and The Learning Landscape by Tosh et al. (2006). The ‘Plan-Do-Review’ cycle being

used as it has been proved to enhance students’ graduate attributes based on the previous research conducted by

Khoo (2012). In this framework, the cycle begins when students collect artifacts from their learning experiences

(specifically in the curriculum of English course) such as cover letter, resume, interview, and meeting outcomes

to be put into the eportfolio. They will then select and link those artifacts to a variety of online sources like web

pages, articles and YouTube videos to get a clearer picture about the topic. Next, they will review, evaluate, and

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reflect on artifacts by making comparisons between what they have done, reflect upon and what they already

know. The students also will evaluate their own learning through reflective commentary and will reflect on their

growth and development over time. Those processes will help them to recognize achievement of goals and

standards; identifying gaps in development or understanding; and acknowledging skills requiring further work.

Also, through the process of reflecting on their own learning, students will select artifacts and written reflections

for self-evaluation based on their self-determined purposes. Besides that, students’ reflection will be used by the

lecturer to gauge their written communication level and understanding of the topic. After the reflection process,

students will present and share evidence to their eportfolio followers/subscribers which consist of lecturers and

peers from the English course. Students will also share their evidence to social networks such as Facebook,

Twitter, and Google+ using hashtags (e.g., #EPC403letter) provided by the lecturer to encourage broader

discussion on the learned topics. The feedback process is formative with the aim of improving student learning,

understanding, and quality of the final product. Feedback from the readers (in the form of comments) includes

arguments, compliments, corrections, and suggestions on how to correct mistakes, and ways to improve writing

skills. The lecturer will teach and guide students on how to give feedback effectively and quality feedback from

the students will be awarded with marks. The lecturer will also track and validate students’ written

communication progress using value rubric provided by the university. Lastly, based on the feedback from

lecturer and peers, students will plan and understand what they need to do or produce to rectify the mistakes and

overcome their limitations (in the commented topics) before going back into the loop again. Figure 2 illustrates

the conceptual framework of the eportfolio:

Figure 2. A conceptual framework of eportfolio

5. Discussion

This study intends to develop a conceptual framework of the eportfolio process for student self-regulated and

reflective learning by using students’ voice, with the implementation of the constructivist paradigm to enhance

written communication skills among undergraduate students. Blackburn and Hakel (2006) argue that

self-regulated learning is a tool which can enhance metacognition, motivation, and task engagement that may

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lead to the improvement of learning and academic performance. Kolb’s (1984) Learning Cycle describes the four

stages of the learning process as: (a) concrete experience, (b) observation and reflection, (c) formation of

abstraction and concepts, and (d) testing in new situations. This cycle involves student-centered learning and the

students have to become active. The eportfolio process is ideally suited to support the Kolb’s Learning Cycle

because it has to do with planning, sharing, doing, reviewing, and reflecting on previous evidence. This is in line

with Pintrich’s (2004) four stages of self-regulated learning which involves goal setting, monitoring, regulation

and reflection.

Learning is achieved through a process that often begins when a learner acts and they are able to see the effect of

their action in the situation. Situating student eportfolio within the social context of the web will fosters authentic

student voice, enhance peer interactions, expand the boundaries of learning, and facilitates student-centered

social content as content associated with social media meshes seamlessly with pedagogical models in

empowering student voices (Klein, 2013; Tarantino, McDonough, & Hua, 2013). In addition, hashtag usage

offers an interactive way for course content building besides helping students to track course related content and

conversations; identify key topics in a course; and expedites connection and discussion process between them

wherever they are (Ivanova, 2013). The use of reflective commentary as written evidence of reflective thinking

will also help lecturer to ascertain students’ comprehension as well as encourage them to search for answers to

their incomprehensibility.

Meanwhile, peer feedback is a critical technique suggested by ample of researchers to improve students’ writing

because of its social, cognitive, and affective advantages. Through peer feedback, students will have the

opportunity to think critically, practice and develop different language skills, acquire greater exposure to ideas,

establish a social context for writing, and improve their autonomy (Bijami, Kashef, & Nejad, 2013). The use of

marks in soliciting quality feedback will trigger serious participation and motivate students to put a great deal of

effort into the process (Hanrahan & Isaacs, 2001). Also, active participation from the lecturer and peers is hugely

pivotal in boosting student engagement in the learning process (Khoo, 2012; Klein, 2013). Apart from that,

learning eportfolio promotes the approach of a constructivist learning theory and the used of constructivist

paradigm will help students make meaning of their artifacts through reflection, which is in contrast with the

traditional view that learning is all about adding more knowledge. Instead, with eportfolio utilization, learning is

based on continuous building and amending of previous structures as new experiences, actions, and knowledge,

are assimilated and accommodated to involve a process of individual transformation (Marcoul-Burlinson, 2006).

6. Conclusion

In conclusion, eportfolio has the potential as an added tool in learning to enhance written communication skills

among students when they engage in the learning process. Besides, choosing a correct eportfolio strategy that

matches the framework is important to avoid conflicting paradigms in eportfolio approach. This study suggested

strongly that reflective practice is a key to student learning and eportfolios have the capabilities to represent the

rich learning journey of students through a showcase of various students’ artifacts. The findings of this study

may implicate university administrators, faculties, policy makers, and researchers as the newly design conceptual

framework can be used in eportfolio development, embedded into the curriculum of the English course, and

facilitate students’ self-regulated learning that may lead to the promotion of student-centered, active learning

experiences. Future research should give emphasize on the eportfolio model evaluation, integration with soft

skills, and students’ perception of the use of this web-based tool using Technology Acceptance Model (TAM).

Acknowledgment

The authors would like to thank Universiti Teknikal Malaysia Melaka (UTeM) for its support.

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