From Confusion to Confidence: A Narrative Inquiry into ESP Students’ Learning through Google Sites E-Portfolios
Keywords:
E-Portfolio, Narrative Inquiry, ESP, Students Confidence, Pedagogical Implication
Abstract
E-Portfolio has been widely used for academic preference for higher education. Yet, limited study on ESP students using E-portfolio still occur as well as study on English learning confidence for ESP. This study aims to explore the narrative confidence story of four students majoring in Nutrition Science at Universitas Muhammadiyah Parepare in using e-portfolios with the assistance of Google Sites in learning English. Using a narrative approach, the study focused on how this learning process affected their confidence in learning English. Data was collected through questionnaire responses from the four participants, who revealed their experiences from the initial confusion when learning English in the English for Specific Purpose (ESP) class to finally feeling proud and satisfied because of their improved English skills and successfully completing an English E-Book project as a final project. Thus, it continued to interview the participants to get in depth data. In analyzing data, the narrative analysis of Riessman (2008) and Barkhuizen (2013) was applied. The results showed that although they initially faced language challenges such as lack of vocabulary, low self-esteem in presenting English, lack of ability to write simple sentences as well as technical difficulties and lack of familiarity with the google sites platform for creating E-portfolio assignments, they gradually developed skills and confidence. E-portfolios helped them organize their assignments, improve their English language skills (especially speaking and writing), and enrich their knowledge in nutrition and culture. These findings highlight the potential of e-portfolios as a pedagogical tool that not only supports the learning of material, but also empowers students to feel more competent and confident in their learning process.
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References
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Beckers, J., Dolmans, D., & Merriënboer, J. (2016). e-Portfolios Enhancing Students' Self-Directed Learning: A Systematic Review of Influencing Factors.. Australasian Journal of Educational Technology, 32, 32-46. https://doi.org/10.14742/AJET.2528
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Budi, B. S., & anwar, k. (2024). The implementation of a Canva-based e-portfolio: Its impact on achievement, self-efficacy, and anxiety in ESP-writing instruction. English Review: Journal of English Education.
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Ebil, S., Salleh, S., & Shahrill, M. (2020). The use of E-portfolio for self-reflection to promote learning: a case of TVET students Education and Information Technologies, 25, 5797 - 5814. https://doi.org/10.1007/s10639-020-10248-7.
El-Khatib, M., & Helmy, I. (2023). Effects of e-portfolios on developing professional awareness for cardiac nurses. European Heart Journal Supplements. https://doi.org/10.1093/eurheartjsupp/suad113.006.
Ganesha, N. K. D. A., & Artini, L. P. (2022). The effect of e-portfolio in project-based learning toward learner autonomy and writing competency. Journal of Education Research and Evaluation, 5(1). https://doi.org/10.23887/jere.v5i1.29982
Guo, H., & Li, D. (2024). The Effect of Electronic Portfolio-Based Writing Instruction on the Second Language Writing Performance and Writing Self-Efficacy of EFL Learners: A Mixed Methods Study. SAGE Open, 14. https://doi.org/10.1177/21582440241257697.
Gutiérrez-Santiuste, E., García-Segura, S., Olivares-García, M., & González-Alfaya, E. (2022). Higher Education Students’ Perception of the E-Portfolio as a Tool for Improving Their Employability: Weaknesses and Strengths. Education Sciences. https://doi.org/10.3390/educsci12050321
Haave, N. (2016). E-portfolios rescue biology students from a poorer final exam result: Promoting student metacognition. Bioscene: The Journal Of College Biology Teaching, 42, 8-15.
Harun, R., Hanif, M., & Choo, G. (2021). The pedagogical affordances of e-portfolio in learning how to teach: A systematic review. Studies in English Language and Education. Https://Doi.Org/10.24815/Siele.V8i1.17876
Ivanova, O. (2017). The Use Of E-Portfolio to Develop English Language Learners' Autonomy and Independence. Information Technologies and Learning Tools, 60, 155-165. https://doi.org/10.33407/ITLT.V60I4.1677.
Laksana, I., Yuliantini, N., Suciani, N., Purandina, I., & Boyce, G. (2021). Employing e-portfolio based learning in improving self-efficacy of student’s speaking ability. Journal of Applied Studies in Language. https://doi.org/10.31940/jasl.v5i2.229-236
Lam, R. (2022). E-Portfolios for self-regulated and co-regulated learning: A review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1079385
Lu, H. (2021). Electronic Portfolios in Higher Education: A Review of the Literature. Journal of Education and Pedagogy. https://doi.org/10.24018/ejedu.2021.2.3.119.
López-Crespo, G., Blanco-Gandía, M., Valdivia-Salas, S., Fidalgo, C., & Sánchez-Pérez, N. (2021). The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement. Education and Information Technologies, 27, 5233 - 5248. https://doi.org/10.1007/s10639-021-10827-2.
Masoud, H. (2020). Using E-Portfolio to Enhance Reflective Instructional Practices and Self-Efficacy of EFL Student-Teachers. المجلة التربوية لکلية التربية بسوهاج. https://doi.org/10.21608/EDUSOHAG.2020.103338
Mccarthy, A., McNally, C., & Mitchell, K. (2022). E-portfolio practice for student wellbeing in higher education: A scoping review. ASCILITE Publications. https://doi.org/10.14742/apubs.2022.254.
Meletiadou, E. (2021). Using Padlets as E-Portfolios to Enhance Undergraduate Students’ Writing Skills and Motivation. IAFOR Journal of Education. https://doi.org/10.22492/ije.9.5.04.
Mgarbi, H., Chkouri, M., & Tahiri, A. (2022). Purpose and Design of a Digital Environment for the Professional Insertion of Students Based on the E-portfolio Approach. Int. J. Emerg. Technol. Learn., 17. https://doi.org/10.3991/ijet.v17i01.26703
Michos, K., Cantieni, A., Schmid, R., Müller, L., & Petko, D. (2022). Examining the relationship between internship experiences, teaching enthusiasm, and teacher self-efficacy when using a mobile portfolio app. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103570
Mogas, J., Álvarez, A., & Pazos-Justo, C. (2023). The Contribution of Digital Portfolios to Higher Education Students’ Autonomy and Digital Competence. Education Sciences. https://doi.org/10.3390/educsci13080829
Mokone, M., & Setlalentoa, W. (2023). Enhancing Self-Efficacy of Beginner Teachers in the Use of E-Portfolio: The Role of a Mentor Teacher. Journal of Curriculum Studies Research. https://doi.org/10.46303/jcsr.2023.10
Moya, E., Sánchez, V., & López, M. (2021). University Students’ Emotions When Using E-Portfolios in Virtual Education Environments. Sustainability. https://doi.org/10.3390/su13126973
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Published
2025-09-30
How to Cite
Ammade, S., Nurhasanah, & Herman, S. (2025). From Confusion to Confidence: A Narrative Inquiry into ESP Students’ Learning through Google Sites E-Portfolios. Eduvelop: Journal of English Education and Development , 9(1), 36-60. https://doi.org/10.31605/eduvelop.v9i1.5424
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