Implementing Mobile Portfolio Application in EFL Classes: Efficiency for Fostering Reflective Thinking, Directed Motivational Currents (DMCs), and Cognitive Learning
Today, traditional passive learning and note taking are less effective for students adapting to modern life skills. Mobile portfolios, versatile learning tools with numerous benefits, are finding their way into educational domain in promoting active learning. This study explored the impact of th...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-06-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3619_92c672b6cd06896121e68449b92e468d.pdf |
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| Summary: | Today, traditional passive learning and note taking are less effective for
students adapting to modern life skills. Mobile portfolios, versatile
learning tools with numerous benefits, are finding their way into
educational domain in promoting active learning. This study explored the
impact of the present researchers’ designed mobile portfolio (called Class
Mass) on students’ reflective thinking, directed motivational currents
(DMCs), and cognitive learning. This study was performed in two ninthgrade English classes of a state-run female junior high school via a quasiexperimental research design. In terms of instruments, the following
scales were utilized: reflective thinking inventory (measuring four
distinct components), DMC disposition questionnaire, and cognitive
learning scale. The results of independent samples t-test and multivariate
analysis of variance (MANOVA) demonstrated the effectiveness of using
the mobile portfolio application on learners’ three components of
reflective thinking, DMCs, and cognitive learning. The study suggests
that teachers should recognize the advantages of employing mobile
portfolios as effective tools for learning and assessment to foster their
students’ goal-oriented inspirational surge, encourage active
participation, and provide positive feedback and clues on how to improve
their learning. |
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| ISSN: | 2676-5985 |