A Case Study On The Application Of E-portfolios To Promote Students' English Autonomous Learning In Junior High School

With the rapid development of the Internet and the popularity of mobile devices,e-economy has fully entered the education industry and a large number of English learning apps have flooded the market,which help students use fragments of time for autonomous learning.However,most students lack autonomous learning strategies,blindly using English learning software.Little is known about how to understand,self-reflect,adjust their learning,and finally achieve effective independent learning with the help of the software.Fortunately,in today's soaring era of big data,some English learning apps,such as Yiqi,Pigai,etc.,have their own recording and analysis functions.The software automatically generates personalized e-portfolios(electronic portfolios)with its recording and evaluation mechanism,which helps students clearly understand their own learning situation.At the same time,it also helps students self-reflect on their own learning processes by viewing the learning records.In addition,the teachers can also view students' e-portfolios through the teacher client terminals,so that they can provide corresponding guidance.The scope of the application of the e-portfolios in this thesis is mainly concentrated on the students' study life,but many schools prevent students from using mobile phones.Therefore,autonomous learning in this study mostly involves the after-school learning.Although there are many researches on the application ofe-portfolios in English teaching,few involves the application of e-portfolios in the study of students' self-learning after class,especially in the electronic homework of students.Through using of e-portfolios,students will receive effective monitoring and timely feedback from various aspects during the self-learning at home.Therefore,this study mainly analyzes the advantages of e-portfolios compared to traditional printed portfolios,how do students use e-portfolios to promote English autonomous learning from various aspects of listening,reading and writing,and the effects of applying e-portfolios in students' self-learning after class.Two regular classes in the first grade of NO.7 Yu cai Middle School Ginkgo Campus participated in this research.One regular class applying e-portfolios acted as experimental class while another class without using e-portfolios as control class.The research subjects were 45 students of the experimental class.Three questions were addressed in the research:1.What are the advantages of e-portfolios compared with traditional portfolios?2.How can the students apply e-portfolios to autonomous learning in the junior high schools?3.What is the effect of using e-portfolios on students' autonomous learning?In this research,45 students in the experimental class were asked to learn to use e-portfolios based on different apps which respectively emphasize various aspects including listening,reading and writing.Furthermore,the personal e-portfolios that comes with English learning apps monitors and evaluates students' listening,reading and writing.The author has conducted online observation of the learning process of 3students with different English levels and collected the feedback from teachers at the same time.Questionnaires have been distributed in the experimental class before and after the experiment.Tests have been adopted to compare the two classes and the data have been analyzed by using SPSS.After the experiment,the English teacher was interviewed to see the impact of the use of e-portfolios on English teaching.Through the analysis of experimental data,the following conclusions are drawn: 1.The application of e-portfolio in the English learning of junior high school students hasstimulated students' interest to some extent.2.It strengthens the autonomy in English learning of junior high schools students and promotes the improvement of students' autonomous English learning ability.3.The application of e-portfolios is also conducive to English teachers' self-reflection on English teaching.Based on the above conclusions,the author proposes the following suggestions:1.Since it is mainly related to the online homework,when implementing e-portfolios,participants should be non-resident students who can go home every day.2.Teachers should make full use of the e-portfolios to realize the transformation and improvement of students' autonomous learning methods,and guide students to dynamically adjust their learning strategies based on the learning records and feedback in the e-portfolios to find a suitable method of English autonomous learning.3.Teachers should constantly urge students to regularly review learning feedback,which is conducive to students' dynamic self-reflection,strengthening the awareness of students' English autonomous learning,so as to make English learning more targeted and better promote students' independent learning.This also puts higher demand on teachers and students.