Using E-portfolios for learning Chinese: instructional design and learner engagement

While both the importance of learner engagement and the role of design features have been acknowledged in the literature as key for realizing the potential of e-portfolios in language education, the relationship between learner engagement and teachers’ instructional design awaits further examination. To address this research gap, we conducted a qualitative case study at an international school in Hong Kong within the context of Chinese language education. Two groups of secondary students participated in this study, each utilizing e-portfolios as a learning tool under the guidance of two teachers. Major data sources included focus-group interviews with 8 students from one class and 12 from another. Other supplementary data sources included an online survey filled out by 19 students, collected excerpts from learners’ e-portfolios, and individual interviews with the two teachers. The analysis first involved identifying and categorizing learner engagement with e-portfolios, followed by thematic analysis of the relationship between teachers’ design choices and different patterns of learner engagement. The study found that while all four dimensions of learner engagement were identified among the learners, the specific types of engagement under each dimension differed significantly between the two groups. These patterns of learner engagement were shaped by teachers’ instructional design, especially how e-portfolios were integrated into teaching and learning, the emphasis placed on reflection and revision, and the purposes for using technology. This study contributes valuable insights for language educators aiming to implement e-portfolios effectively in their teaching.