The Effect of Webfolios on Saudi EFL Students' Self-Directed Learning Readiness

Autor/inn/en	Zakareya, Samah; Al-Qahtani, Fawziah
Titel	The Effect of Webfolios on Saudi EFL Students' Self-Directed Learning Readiness
Quelle	In: International Education Studies, 13 (2020) 5, S.150-159 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Portfolios (Background Materials); Independent Study; Learning Readiness; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Educational Technology; College Students; Management Systems; Pretests Posttests; Instructional Effectiveness; Teaching Methods; Sociolinguistics; Saudi Arabia + Suchen Sie Ihr Suchwort? Selbststudium; Lernbereitschaft; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Unterrichtsmedien; Collegestudent; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Soziolinguistik; Saudi-Arabien
Abstract	Webfolios, or web portfolios, are innovative learning tools. Therefore, the objective of this study was to examine the effect of using webfolios on Saudi EFL students' self-directed learning readiness. Participants were pretested on self-directed learning readiness before starting to work on their webfolios. They used Blackboard to create and use their webfolios. After the webfolios were completed, participants were posttested. A significant effect was found for webfolios on participants' self-directed learning readiness. Consequently, it was concluded that webfolios should be used at college level to enhance students' self-directed learning readiness. Some recommendations and suggestions for future research were introduced. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01