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Fostering Inclusivity in English Speaking Assessment: Insights Into the Washback Effects of E-Portfolios
Abstract
The present study explores the potentially beneficial washback effects of e-portfolio intervention for speaking assessment in an EFL class with a focus on inclusivity. Such data were obtained from the narrative form and semi-structured interviews with ten teachers and four administrators. The study's findings revealed positive washback effects. The teachers claimed a change of perceptions regarding the utilization of the e-portfolio assessments for students and the welcoming university climate that embraces all students' input while the administrators agreed on the possible advantages. This study pulls together stakeholder considerations showing that mutual influence, constant iteration and a high level of administrative support are required to maximize learning outcomes and maintain the deployment of e-portfolios as an assessment method for assessing students' English-speaking competence inclusively.
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