English abstract
The present study aimed at encouraging Omani EFL teachers to perform certain generic reflection enhancing task types in developing their e-portfolios. More specifically, the study aimed at investigating the effect of using e-portfolios on Omani EFL teachers' reflective abilities. The present study sought to answer the following question: How do e-portfolios enhance Omani EFL teachers' reflection? In order to answer this research question, the researcher used case studies of six Omani EFL teachers from Batinah North.
The researcher used four instruments to answer the research question. First, the self-report that tried to measure the participants' initial levels of reflection. Second, adopted rubric of assessing reflection was used to analyze the contents of e portfolios. Using the qualitative method, the researcher classified the data obtained into two major phases: within the first two months and within the last two months of developing e-portfolios. Third, the Wiki-based e-portfolios to contain the participants' reflection enhancing task types and the forums.Fourth, the semi-structured interviews were analyzed and discussed.
The findings revealed that the participants corrected their misconceptions of reflection and developed their ways of performing four reflection enhancing task types: teaching diaries, philosophy, autobiography and task analysis. Other positive effects of e-portfolios on Omani EFL teachers' reflection were listed, too. Implications, recommendations and suggestions for further research were pointed out.
