Academic and Scholarly Repository of KUIS

崔　, 蘭亭

2731

Japanese

多義動詞「トル」の内項共起制限―クオリア構造を用いた分析―

Lyon, Phoebe

2558

English

REFLECTING ON THE USE OF AN LLM TO CREATE A READING LESSON

教育イノベーション研究センター  
2023年度 データサイエンス教育課外活動報告 
 
1. Tableauによるデータ分析体験セミナーの開催 
2023年度前期に、Tableau（タブロー）という BI（Business Intelligence）ツールを使
用したデータ分析・可視化セミナーを開催しました。各回ともに、前半は Tableauの基本操
作を学ぶ動画を見ながらハンズオン演習をすすめてもらい、後半は学生が自ら設定した問
いを検証する「データストーリーテリング」な成果物を作成してもらったうえで、参加者間
で発表とディスカッションを行いました。 
参加した学生からは、「ゼミや卒業論文のデータ分析で使ってみたい」「ICT企業への就職
が決まっているので学んだことを役立てたい」「Excel よりも早く綺麗にできる」といった
感想が寄せられました。 
また、今回得られた学生の声や反応を含む Tableau を用いたデータサイエンス教育の経
験は、2023 年度後期より開講の外国語学部の基盤教養科目である、「基礎演習Ⅱ」（数理・
データサイエンス・AI 教育プログラムのリテラシーレベル関連科目）の教材開発に繋がり
ました。 
 
○日程 
2023年 5月 19日(金) 16:30～19:30 
2023年 6月 17日(土) 14:00～17:00 
2023年 7月 15日(土) 14:00～17:00 
2023年 8月 25日(金) 14:00～17:00  
 
○開催場所 
神田外語大学（GLAコモンズ） 
 
○参加者数 
延べ 11人（すべて神田外語大学の学部生） 
 
○タイムテーブル（以下は 14時開始のタイムテーブルの例） 
14:00～14:05 趣旨説明 
14:05～14:20 学生 Tableauユーザーの活用事例紹介 
14:20～15:30 基礎編：データを読み込む、様々な可視化レポートを作成する 
15:30～15:45 コーヒーブレイク 
15:45～16:30 応用編：可視化したレポートとストーリーを作成する 
16:30～17:00 成果物を見せ合う（ペアまたはグループワーク） 
2023年度　教育イノベーション研究センター年報| 194
2. Tableauデータ分析 AWARD2023への参加と入賞 
グローバル・リベラルアーツ学部の「データ・サイエンス概論」を受講した学生 2人が、
2023年 12月に開催された「Tableauデータ分析 AWARD 2023」に出場し、準優勝の成績を収
めました。本大会は米国のタブローソフトウェア社の情報分析ツール「Tableau」のユーザ
ー有志で運営されており、2022年 12月に第 1回が開催されました。本学は第 1回大会でも
準優勝しており、2年連続の準優勝となりました。 
今回出場した学生 2人は、日本の自殺問題をテーマに、厚生労働省が発表しているデータ
を収集・加工・可視化し、Tableauを用いたストーリーを作成しました。具体的には、コロ
ナ渦前後の変化の傾向の説明、独自の仮説検証の結果などを踏まえたうえで、自殺者を減少
させるための解決策の提案を発表しました。 
 大会の詳細や大会参加後の学生の様子などは、参考 URLの情報もご参照ください。 
 
＊参考 URL 
・神田外語大学,「神田外語大学の学生が第 2回「Tableauデータ分析 AWARD 2023」で準優
勝～平和への貢献を目指す GLA学部学生による社会課題への解決提案～」, 
https://www.kandagaigo.ac.jp/kuis/news/356452/ 
（2024年 6月 24日最終アクセス） 
・TECH PLAY,「Tableau データ分析 AWARD 2023 準優勝チームインタビュー (神田外語大
学チーム)」, 
https://techplay.jp/column/1792 
（2024年 6月 24日最終アクセス） 
・神田外語大学,「Tableau企業分析 AWARD2022で準優勝！」, 
https://www.kandagaigo.ac.jp/kuis/exploration/240664/ 
（2024年 6月 24日最終アクセス） 
 
 
 
 
井芹 俊太郎 
教育イノベーション研究センター 専任講師 
2023年度　教育イノベーション研究センター年報| 194


2023 年度 データサイエンス教育課外活動報告

Dawes, Ashton Elise

2728

PUTTING STUDENTS AT THE HELM OF CORRECTIVE FEEDBACK: A STUDENT-LED FEEDBACK PRACTICE IN THE L2 WRITING CLASSROOM

Woldeab, Sammy

2720

PERCEPTIONS OF DISABILITY AMONG TEACHING AND ADMINISTRATIVE STAFF AT A JAPANESE UNIVERSITY

Knight, Kevin

2551

Promoting Critical Thinking and Leadership Development through Business Case Teaching in Japan

ワトキンス, 聡子

ワトキンス, サトコ

林, 千絢

ハヤシ, チヒロ

Promoting Students’ Prosocial Learning Through SALC SDG Awareness Week

吉野, 知義

1759

ヨシノ, トモヨシ

9000006656018

YOSHINO, Tomoyoshi

1 はじめに
近年、スマートフォンで手軽に動画を制作して
配信できる SNS の普及などにより、図書館の利
用者層でもある学生世代には動画コンテンツが浸
透してきている。また、令和 2年（2020）のコロ
ナ禍によるオンライン授業にならんで、大学内で
のガイダンスや説明会、そして図書館が提供する
電子リソースの講習会なども動画で配信されるこ
とが目立つようになってきた。
本学では以前から、学内でのイベントを録画、
編集、制作することが広報部門や情報システム部
門で取り組まれており、オープンキャンパスや学
生募集の場面や外部からの来訪者に紹介する形で
利用されていた。さらに、平成 31年（2019）に
キャンパス全体に導入されたデジタルサイネージ
に各部署がコンテンツを制作して配信することが
始まった。そのため、職員の間にも動画の制作に
関しては馴染みがあった上、デジタルサイネージ
のコンテンツ制作や昨今のオンライン配信が加わ
り、さらに興味を持ち実際に撮影や制作を始める
職員も増える状況となってきた。
このような経緯で、キャンパスに動画があふれ
るようになった本学において、決して先駆的とは
言えない図書館がどのように動画に取り組んでき
たのかを事例として紹介する。
2 デジタルサイネージの導入と運用（動画があ
ふれるキャンパスへ）
本学では平成 31年（2019）3月、学生への情
報提供機能の向上を目的に、学内 28か所にデジ
タルサイネージを導入した。それまでは、いくつ
かの施設や部署で局所的にデジタルサイネージが
運用されていたが、パワーポイントのスライドを
流す程度で、統合的なシステムではなかった。一
方で、説明会やガイダンス、あるいは講演会やイ
ベントなど、大学からの案内を周知させるために
学生ポータルやメールを使用していたが、学生へ
の情報伝達には常に課題となっていた。そこで、
複数の部署からの情報を統合的なシステムでキャ
ンパス全体に渡って配信できるデジタルサイネー
ジを求める声が強くなり、導入の検討が開始され
た。
この時、デジタルサイネージの導入から管理・
運用までの担当として、図書館から手を挙げた。
多くの場合、このようなシステムの担当部署は、
情報システム部門、広報部門あるいは総務・施設
部門があたるのではないかと思う。しかし、デジ
タルサイネージの運用は、配信する情報（コンテ
ンツ）の収集、整理、保存、提供という流れであ
り、まさに図書館の機能そのものではないかと考
えた。また、一般的に図書館の業務は他の部署に
は理解されず存在感が薄いことが多いが、デジタ
ルサイネージの運用を通してさまざまな部署から
のコンテンツの配信を担うことにより、プレゼン
スの向上を図ってのことだった。
――――――――――――――――――――――――
＊よしの ともよし（神田外語大学教育支援部）
動画があふれるキャンパスで溺れそうな図書館のお話し
吉 野 知 義＊
― ８７ ―
このようにして、図書館が運用するデジタルサ
イネージの導入によって、動画があふれるキャン
パスの下地が整えられた。
3 デジタルサイネージの運用
デジタルサイネージの運用を開始するにあたっ
て、学内説明会を開催した。まず、コンテンツの
制作は各部署で行い、申請用のフォームで配信期
間を指定してアップロード、図書館が受信して実
際の配信スケジュールとして設定するという流れ
を基本とした。また、コンテンツの仕様として
は、静止画、動画ともにサイズは 1,920×1,080ピ
クセルで、例えばパワーポイントで制作する場合
は、ワイド画面（16 : 9）が適していること説明
した。
さらに、運用ポリシーとして、大学から学生に
向けて情報を配信することで知的な刺激になるこ
とを意識した「Tickling the Brain.」（脳みそをく
すぐる）という考え方を根底に持ってコンテンツ
を制作してほしいということを伝えた。なお、こ
の「Tickling the Brain.」（脳みそをくすぐる）は、
本学図書館の基本的な運営指針のひとつでもあ
る。
4 デジタルサイネージコンテンツの変遷
このようにして運用が始まったデジタルサイ
ネージであるが、平成 31年（2019）当初から現
在までの約 5年の間で、各部署が制作するコンテ
ンツの変遷には目を見張るものがあった。
当初は、それまでも学内の掲示板で見かけるこ
とが多かったパワーポイントで制作したポスター
やパンフレットと同様の静止画がほとんどであっ
た。つまり、イベント名や開催日時などの文字情
報に無料のイラストや標準の図形などを配したも
のである。実際、2019年のコンテンツ制作環境
を調査してみたところ、ほとんどがパワーポイン
トであったことがわかった。なお、このグラフ
で、動画編集アプリの Premier（Adobe）を使用
しているのは前述の情報システム部門である。
しかし、翌令和 2年（2020）には新型コロナウ
ィルスの感染拡大により、前期の授業はすべてオ
ンライン授業となり学生がキャンパスに来ること
がなくなったため、デジタルサイネージも実質的
な運用は止まった状態となった。ここから、冒頭
に書いたようにさまざまなガイダンスや説明会が
オンラインで行われるようになり、それらを録画
して編集したり、あるいははじめから動画コンテ
短期大学図書館研究 第 43号（2023）
― ８８ ―
ンツとして制作することが日常的になった。
このような社会状況によって、動画コンテンツが
さらに一般的になり、その後デジタルサイネージ
でも動画コンテンツが多く配信されるようになっ
てきた。
5 サイネージコンテンツ制作環境の進化
実はこの過程において、以前から動画制作を行
っていた情報システム部門へ各部署からの制作依
頼が増加し、通常業務にも影響が発生するように
なっていた。そこで、情報システム部門では、入
学式や卒業式などの大学公式のイベント等の動画
以外は原則として各部署での制作とする方針に切
り替えることとした。そこで、動画の制作環境と
して、操作が容易であったり、無料で利用できる
サービスやアプリが推奨された。もちろん使用方
法についての問い合わせ対応は受け付けることと
していたが、実際にはこれまでにもほとんどなか
ったと聞いている。
推奨されたサービス・アプリ：
（1）Canva（デザインツール 動画編集含む）
（2）DaVinci Resolve（動画編集アプリ）
この中でも Canva（キャンバ）はその使い勝手
のよさとデザイン性の高さ、そして無料で使える
ことから多くの部署で使われるようになった。
Canva は、日本版が平成 29年（2017）にリリー
スされた Web ブラウザで使用できるデザイン制
作ツールで、世界中で利用されている。動画編
集、写真編集、ロゴ作成、プレゼンテーション、
文書作成、オンラインホワイトボード、ホーム
ページ・ウェブサイト作成、インスタ投稿作成・
予約投稿、PDF 編集、画像変換（JPG→PNG な
ど）、印刷サービスなど様々なアウトプット先へ
のデザインを行うことができる。そして、自由に
使えるテンプレートや素材も豊富に用意されてい
るので、すぐに作り始められて、成果物を仕上げ
ることが可能である。利用にあたっては、個人や
チーム向けの有料プランではすべての機能や素材
などが利用可能になるが、無料プランでも基本的
な機能と多くの素材を利用することができて通常
の業務には充分と言える。また、最近では生成系
AI を取り入れた画像編集機能が追加されるなど、
日々新しい制作機能が充実していることも魅力の
ひとつである。
この Canva を利用することで、各部署が制作
するデジタルサイネージ用のコンテンツに動画が
増えてきただけでなく、静止画、動画のどちらも
格段にデザイン性が向上したことも事実である。
デジタルサイネージはキャンパス全体に配置され
ており、事務室内からも見ることができる。その
ため、他の部署が制作したコンテンツも日常的に
目にすることにより、動画制作スキルの向上とい
う相互作用が発生したのではないかと考えられ
る。
6 図書館ガイダンスでの動画制作
さて、このような状況の中で図書館ガイダンス
での動画はどのようにしていたのだろうか。以前
は対面でのガイダンスのみ実施していたが、コロ
ナ禍によるオンライン授業への対応から動画の制
作と提供を始めた。その後、対面授業が復活して
からも、動画であれば都度職員が教室に言って説
明することもなく、教員に URL を共有するだけ
で授業内で活用することが可能であり職員の負担
吉野 知義 動画があふれるキャンパスで溺れそうな図書館のお話し
― ８９ ―
軽減の効果もあり、積極的に制作を進めた。
本学での図書館ガイダンスは、データベース・
電子ジャーナルといった電子リソースの利用方法
を中心に、OPAC や本の探し方などをパワーポイ
ントのスライドや実際の画面を用いて解説する内
容だった。そのため、動画として制作する場合で
もそれらを素材として使用し、以下の手順を取る
ことが多かった。
（1）パワーポイントで説明内容を作る
（2）スライドショーの録画（録音）機能で説明
（ナレーション）を記録する
（3）動画としてエクスポートする
これに加えて、説明に人工音声を使用したり、
固定のオープニング画像を追加するなどして、
Canva を使用して全体の構成を整える作業をする
こともあった。
これらの動画は、学部 1年生のリテラシー科目と
して必修の「基礎演習」において担当教員に提供
し、学生に視聴が指示されるようになった。ま
た、その他の授業やゼミからも希望が合った場合
には、内容に合わせて個別の動画を紹介する形で
活用することもできた。
7 図書館での最近の動画制作
一方、図書館では、主にガイダンスの動画が中
心となり、せっかく運用しているデジタルサイ
ネージでは存在感を出せずにいた。デジタルサイ
ネージの運用を開始した当初は、前職での経験も
あり動画制作にはある程度の指導もできると自負
していたが、前述のように全体のスキルが向上し
てきたのは嬉しい事実である。
そこで最近では、デジタルサイネージの運用ポ
リシーでもあり、本学図書館の基本的な運営指針
でもある「Tickling the Brain.」（脳みそをくすぐ
る）に立ち返って、何か気づきを与えられるよう
な動画を試みている。
例えば、「教養のタネ」と題したシリーズで、
雑学を紹介するものである。季節やイベントに合
わせて、起源や由来、これまでの歴史などを題材
としてきた。
さらに、画像的な効果でも脳みそをくすぐれるの
ではないかと考え、錯視のような動画も制作して
みた。これも、パワーポイントのアニメーション
の組み合わせで制作できる。
8 動画で溺れないようにするために
利用者により効果的に伝わる動画を制作し、そ
短期大学図書館研究 第 43号（2023）
― ９０ ―
れを継続的に実践していくため、つまり溺れずに
泳ぎ続けるための工夫として、本学図書館での経
験をもとにしたコツを紹介したい。
（1）素材
動画は、元になる動画、写真、イラスト、音
声、BGM などの素材を組み合わせて制作するこ
とになる。元になる動画はビデオカメラ、デジタ
ルカメラ、あるいはスマートフォンで録画したも
の、またはパワーポイントのスライドを動画とし
てエクスポートしたものが使える。
写真やイラスト、BGM は、著作権の侵害に注
意を払う必要がある。インターネットで素材を提
供しているサイトには、有料で権利を購入できる
ものと、無料でも利用できるものもある。前述の
Canva にも多くの素材があるので活用できる。そ
の他に本学図書館では、designAC（デザイン
AC）というサイトを利用している。
また、ガイダンス等の説明として音声を入れる
場合、職員自身の声を録音して使用することもで
きるが、読み間違えて再録音する手間や、なによ
り恥ずかしさがあるかもしれない。そのようなこ
とを避けるために、セリフの文章を入力すると音
声に変換する人工音声の活用をおすすめする。人
工音声は、有料のサイトやアプリ、または無料の
サイトもあるのでお試しいただきたい。本学図書
館では「かんたん！AI Talk3」という有料アプリ
を使用している。無料のサイトの場合、時間や回
数に制限が設けられているものもあるが、その範
囲内であれば自由に使うことができる。いずれ
も、WAV、MP3など、パソコンで音声ファイル
として使用できるフォーマットでダウンロードで
きることが必須である。
（2）パターン
図書館の動画で、例えばデータベースの使い方
などを説明するものは、概要説明・アクセス方
法・検索方法・詳細な使い方など共通した項目に
なってくるのではないだろうか。動画を継続して
制作していくために、これらをパターン化してお
くことも役に立つと思う。
例えば、全体の時間は 1つ動画で 3分とする。
説明の進行となる項目は同じにして、時間配分も
揃えていく。そして、パワーポイントを使用する
ならばスライドテンプレートを用意し、どの動画
でも同じデザインとなるように作っていく。
その他、動画のはじめにオープニングロゴを毎回
使用し、図書館からの情報だと意識付けすること
も重要である。それに合わせて、BGM も揃えて
あることが望ましい。
これらは、NHK E テレの講座番組を思い出し
ていただければ、パターン化の効果をイメージし
てお分かりいただけることと思う。また、パター
ン化してあるとデザインや構成に毎回のように迷
うことなく、内容に専念して制作することができ
るという効果もある。
（3）公表
動画は何回も繰り返し配信したり、利用者も確
認できたりできるので、いつでも見られるように
公表する場所・方法を増やしておくとよい。
例えば、図書館の Web サイトに動画を集めた
ページを用意したり、図書館の SNS に投稿して
みるといったように、同じ動画を様々にネット上
で公表することで可視性を高めることにもつなが
る。また、不要なパソコンがあれば、それを館内
に設置してデジタルサイネージのように配信して
吉野 知義 動画があふれるキャンパスで溺れそうな図書館のお話し
― ９１ ―
おくこともできる。館内なので音声の再生は不向
きかと思うが、字幕を付けるなどは通常の動画で
も理解を促進するのでこの場合にも役立つと思
う。
また、動画はデジタルコンテンツなのでイン
ターネットとの親和性が高く、さらに再利用でき
るという特性がある。そのため、YouTube など
の動画配信サイトに一度登録しておけば、図書館
の Web サイトでも、SNS の投稿でも、共有用の
同じ URL を使用するだけで容易に行うことがで
きる。さらに、管理画面では再生回数や視聴状況
を把握することもできて、動画制作の励みにもな
ることも期待できる。
9 動画の活用に向けたまとめ
動画は内容を視覚的に伝達できる強力なメディ
アである。さらに、音声、字幕、あるいは BGM
などを組み合わせることによってその効果は増大
することもできる。そして、デジタルコンテンツ
なのでインターネットを介して配信したり、繰り
返し利用や閲覧をすることができる。これらは、
利用者にとってのメリットだけでなく、図書館職
員の負担を軽減する効果もあり、さらに図書館の
プレゼンスを向上させる力も秘めているのではな
いかと考えている。
これまでは、動画制作には費用がかかるものと
考えられていたが、今ではスマートフォンが普及
し動画撮影も日常的になり、制作・編集も手元に
あるツールや無料のアプリや素材を活用すること
で手軽に行うことができる。
本稿では本学図書館での運用における考え方が
中心になったが、具体的な制作方法はインターネ
ット上に多く公開されているのでぜひご参考いた
だきたい。なお、今回の全国研修会での事例報告
では実際の動画をご紹介できたが、本稿ではそれ
が再現できず残念であるが、ご容赦いただきた
い。
参考情報（紹介したツール、サイト等）
⑴ Canva（デザインツール 動画編集含む）
https://www.canva.com/
⑵ DaVinci Resolve（動画編集アプリ）
https://www.blackmagicdesign.com/jp/products/
davinciresolve
⑶ designAC（無料デザイン素材）
https://www.design-ac.net/
⑷ かんたん！AI Talk（人工音声アプリ）
https://www.sourcenext.com/product/1000001965
短期大学図書館研究 第 43号（2023）
― ９２ ―


動画があふれるキャンパスで溺れそうな図書館のお話し

Gruendel, Kyoko

2651

MY CURRENT BELIEFS AND REFLECTION ON MY L2 
LANGUAGE LEARNING AND TEACHING 
Kyoko Gruendel 
Kanda Institute of Foreign Studies 
 
Everyone understands that students in English (L2) classes are there to learn. 
English has been a great focus in our students’ language learning. However, what 
about teachers’ L2 learning? (I refer specifically to teachers for whom English is 
their L2.) Do English teachers just keep teaching their L2 to their learners without 
learning anything on their end? Is that all we do? No, it is not true, nor should it be. 
We as teachers also need to learn just the same as our learners do in order to keep 
teaching L2 to our learners. As our students’ learning differs from student to student. 
Also, our learning differs from teacher to teacher. In this sense, teachers need to 
continually learn their L2 for their language learning and teaching. Furthermore, 
teachers will have their certain beliefs as language teachers as long as we teach. At 
least, I do have certain beliefs and believe in the importance and necessity of L2 
learning and teaching as an L2 language teacher. In this essay, I would like to reflect 
on how I have been teaching and learning L2 and would like to share my beliefs as 
one of the L2 teachers at my school. 
 
English saved my life. I have been learning English since I was little. However, at that time, I 
was an inferior student who did not want to study any subjects at all. So, my teacher called me 
stupid one day when I was a fifth grader. I admitted that I was stupid. But then, somehow, I 
liked English so much that I wanted to study English and started studying English at the age of 
13. (I also studied English for a while when I was younger as well). The more I studied English, 
the more fun it became. So, I have kept studying English until today. After graduating college, 
I worked for four companies for 10 years using English, and afterwards I wanted to become an 
English teacher. Therefore, I opened my own school to teach mainly adult students. Then, I 
started wondering what it would be like to teach and what teaching is all about. Hence, I went 
to graduate school at Kanda University of International Studies to study TESOL. I also started 
teaching at Kanda Institute of Foreign Languages in the middle of my graduate school studies. 
This is when my real L2 teaching and learning journey began. During the past five years, I have 
taught various levels and students including students in their sixties and seventies. Here in this 
2023年度　教育イノベーション研究センター年報 | 146
essay, I would like to share my current beliefs and actions that I have been taking in my 
classroom on L2 language learning and teaching. 
 
There are so many things I have learned during the past five years. These past five years have 
been a precious and life-changing experience for me in terms of L2 teaching and learning at my 
school. I would like to talk about nine things I learned at school through my students. The first 
one is that learning English is a huge time investment for anybody. The second thing is that I 
have to change the way I teach depending upon the proficiency level of my students. The third 
thing is that my students are my teachers. The fourth thing is that I need to keep supporting my 
students until the end of the course, possibly afterwards if my students ask me to. The fifth thing 
is that I have to keep motivating my learners in their language learning. The sixth thing is that 
I have to demonstrate my autonomy as a language teacher so that my learners will show their 
own autonomy (following my example) in their language learning. The seventh thing is that 
teachers need to reflect on their own L2 teaching and learning. The eighth thing is the 
importance and necessity of communicating with my learners in our L2 in classroom as well as 
during our break time as much as possible. The ninth thing is the necessity of giving my learners 
positive feedback. 
 
Learning English is a major investment for anyone 
 
My students struggle a lot when they study their L2. In particular, lower-level students are likely 
to have more questions than high-level students. However, if the students are really low-level 
students, in the worst case, they don’t even have any idea what kinds of questions they can ask 
teachers since they may not understand basic grammar. When they have questions, I respond 
to their questions on the spot. I encourage them to keep studying since language learning takes 
time. I have been studying English since I was young. I myself still study as an L2 language 
learner and teacher. It has been more than 35 years since I started studying English. Since 
language changes every day, L2 teachers should study their L2 language every day. Also, we 
should encourage our students to keep studying their L2. Another reason we as L2 language 
teachers should keep learning our L2 is to improve our class quality. There are various ways 
we can continue to learn our L2, such as by watching English dramas or movies, attending 
English teaching workshops, attending graduate school, observing other teachers’ classes, and 
so on.   
 
Tailoring my teaching style to the students  
 
There are various levels of students, so I have to adjust the way I teach depending upon each 
class. I usually use our L2 as our communication tool in my classroom. However, it is 
sometimes difficult to communicate with my students in our L2 if the students’ level is 
2023年度　教育イノベーション研究センター年報 | 147
relatively low. In that case, I use our L1 as our classroom language. Not only language, but also 
attentiveness changes depending upon each level. Of course, I try to be attentive in any class as 
much as possible. However, especially for lower-class students, I try to become more perceptive 
and observant in my classroom. I normally walk around the classroom more to see if they are 
having trouble or have any questions to facilitate their language learning. If my students have 
no idea about what to write, for example, in a TOEIC Speaking and Writing class, I sit down 
with them and think with them about how they can write. I also encourage many of my students 
to use dictionaries since some students do not seem to want to use their dictionaries. Using 
dictionaries enables them to think of the meaning of each word and how they can write, so 
dictionaries are very helpful and useful tools when it comes to studying their L2. 
 
My students are my teachers 
 
Every time I teach English to my learners, I learn something from them. For example, when my 
advanced students were supposed to write two essays in my TOEIC SW class, they would not 
want to write their second essay after they were done writing their first essay. They told me that 
they were exhausted after writing their first essay. That was when I learned from them that 
writing one essay takes more than 30 minutes and they use all their mental energy to complete 
one essay. Even teachers get normally exhausted after they write one essay. Therefore, the next 
time my learners have to write an essay, I will prepare different materials so that they can easily 
work on them. I should have known this fact right from the beginning. Since then, I prepare 
different types of materials that students can work on more easily instead of forcing them to 
write two essays.  
 
Support students to the end 
 
I need to keep supporting my students until the end of the course. Once I am in charge of a class, 
I am responsible for those students until the end of the semester. For instance, when I teach a 
TOEIC SW class to my students, I usually ask them to submit their homework, such as 
recordings or essays, and I normally check their homework assignments one by one to make 
sure that everyone gets the right treatment from me. I repeat this until the end of the semester 
to make sure that they know what they are doing and why they are doing it. So, I occasionally 
remind them of their upcoming test so that they will hopefully try their best to work hard even 
only during the class time. For another example, when several students of mine asked me to 
practice English interview with me for their university entrance examinations, I sat down with 
them in a classroom and thought about their answers in English during our lunch time or when 
we could. In the end, they passed the entrance examinations, which made me delighted and felt 
a sense of accomplishment as an L2 language teacher. I thought I would like to do the same 
when they ask me again. 
2023年度　教育イノベーション研究センター年報 | 148
Motivating my students 
 
I have to keep motivating my learners in their language learning. Motivation is one of the key 
factors in my learners’ L2 language learning (Dörnyei, 2001). I myself do not recall that my 
English teachers particularly praised me when I did well academically. However, when I tell 
my students that they do such a good job on their L2 writing or other things, they look happy 
and smile. Occasionally, they ask me if I am saying the truth. I make sure that I do say it from 
the bottom of my heart. They look genuinely happy. When I heard that one of my students’ 
TOEIC score was over 700, I was glad that I had continued to encourage him in a positive way, 
so that he continued to study English. According to Dörnyei (2011, p.5),”Without sufficient 
motivation, however, even the brightest learners are unlikely to persist long enough to attain 
any really useful language.” As a language teacher, I need to keep motivating my learners with 
positive comments for their good job they have done to support their L2 learning.  
 
Teacher autonomy 
 
Teachers should show their autonomy as L2 language teachers so that their learners will follow 
their example and display autonomy in their language learning. According to Little (1995, p. 
175), “…since learning arises from interactions and interaction is characterized by 
interdependence, the development of autonomy in learners presupposes the development of 
autonomy in teachers.” Benson (2011) even mentions that in order to promote students’ 
autonomous language learning teachers themselves must exhibit some autonomy in their 
learning and teaching approaches. I believe when teachers are in their classroom, teachers’ 
existence, the way they teach, the way they think and even their autonomy tend to influence 
their students, because their autonomous language teaching approaches are integrated and 
communicated in the classroom. Furthermore, autonomous teachers tend to believe that 
students have the ability to learn autonomously in their L2 language learning.  
 
Teachers’ reflection 
 
Teachers need to reflect on their own L2 teaching and learning. In my classroom, I normally 
reflect on my L2 teaching before, during, and after class. Before I teach L2 to my learners, I 
think about how I teach; however, it doesn’t usually go the way I have planned. Therefore, I 
reflect on my L2 teaching during my class, thinking that somehow I have to change the way I 
teach during class time. Even after class, I reflect on my teaching, thinking that I could have 
done it in a different way. For example, when I was teaching Japan Studies, the students were 
supposed to discuss a certain topic in even simple English. However, I reflected on it quickly, 
and I changed the approach so that they would write their opinions in English and submit them 
on Google Classroom since they were having a discussion mainly in their L1. At the end of the 
2023年度　教育イノベーション研究センター年報 | 149
second semester, I reflected on my teaching. Then, I learned the lesson that next time I teach 
the Japan Studies, I will give them simple discussion phrases first. If they are low level students, 
I will encourage them to make English sentences first and then do a discussion in English. This 
way, it is easier for them to have a discussion in English. Farrel (2007) proposes that teachers 
should reflect on their learning and teaching as teachers. I strongly believe teachers’ reflection 
makes a big difference and produces different dynamics in their L2 teaching and their own 
learning in their classroom.  
 
Frequent communication with learners 
 
I learned the importance and necessity of communicating with my learners in our L2 in the 
classroom as well as during our break time at my school. Most of my students at my school are 
there to improve their L2. Interacting with them in our L2 is necessary for them to improve 
their L2 learning. This leads to real-life conversations with my learners. In the same way that 
my learners communicate with their parents and friends in their L1 to learn Japanese, L2 
language teachers should communicate with them in their L2 in their daily school life. 
Sometimes, communication in our L2 with my learners leads to humorous and spontaneous 
conversation in our classroom. For example, on a quiz day for my learners at the beginning of 
the TOEIC Speaking class, I gave them 10 minutes to study. However, one student asked me 
to give them 15 minutes to study for the quiz. So, I said they could study 15 minutes before the 
quiz. However, this student ended up mostly chitchatting with the student next to him. So, I 
gently teased him by saying to him, “You asked me to give you 15 minutes to study for the quiz, 
but you are chitchatting with the student next to you instead of studying. What’s up with that?” 
Everybody in the classroom burst into laughter and the classroom atmosphere became cozy and 
better. I believe it’s important to have communication like this in our classroom by using the 
classroom as a platform for authentic and real-life learning in our L2. I have been using this 
idea from “Bringing real-life language use into EFL classrooms” by Éva Illés and Sumru Akcan 
in ELT Journal (Volume 71, Issue 1, 1 January 2017). The students at my school are usually 
busy outside of their school life and they mostly use their L1 outside of their school. Therefore, 
I strongly suggest that L2 language teachers use L2 with their students when they interact with 
them in the classroom as well as during break time. I believe my students should immerse 
themselves in the L2 environment because students’ L2 language learning requires L2 input 
before they can attempt to communicate in L2. According to Sato (2015), from an SLA 
perspective, it is clear that input other than simple classroom English is a prerequisite for 
language learning, and English teachers are not justified in being reluctant or unable to teach in 
English. To create an input-rich learning environment, the basic language of the classroom must 
definitely be L2. Ideally, as Macaro (2011, cited in Sato, 2015) suggests, 80% of class time 
should be in the target language. In addition, having teachers speak L2 in the classroom allows 
2023年度　教育イノベーション研究センター年報 | 150
students to see practical examples of good use of English and to have a clear picture of their 
ideal future L2 selves (Dörnyei, 2005, cited in Sato, 2015) 
 
Importance of positive feedback 
 
It is essential to give my learners positive feedback. For example, in my TOEIC SW classes, I 
asked them to submit their recordings or writings almost every week. I listened to each one of 
them and checked each one of their writings and gave them feedback through Google 
Classroom. I almost always started by praising them with my positive feedback. Feedback is 
significantly important to facilitate their learning and also helps motivate my learners to work 
harder in their L2 learning. In addition, it could boost their self-confidence. According to Ford 
(1992, cited in Dörnyei, p. 123), “’Feedback Principle’, stating that people simply cannot 
continue to make progress toward their personal goals in the absence of relevant feedback 
information.” Feedback also plays a critical role for the relationships between the teacher and 
my learners and enhances our interaction in the classroom and even outside the classroom. At 
the same time, I give them simple yet motivational feedback. The other day, I heard from my 
boss saying that the overall TOEIC SW students’ scores this year increased compared to last 
year. I re-learned the importance and necessity of all the elements I mentioned above after I 
heard that from my boss. It even motivated me to keep giving motivational feedback even to 
my future students and to continue to interact with them in our L2 as much as possible.  
 
Finally, I am not saying that all L2 language teachers should follow the things I mentioned 
above. However, it is extremely important for us to pause a moment and think what teaching 
is like and what teaching is all about. Each L2 language teacher has their own philosophy. 
However, two things we should not forget: as long as we teach, we should not forget to reflect 
upon our teaching to facilitate our students’ language learning. This leads to our growth, 
autonomy, and learning, and also, we should not forget to keep learning our L2 to improve 
our L2 class quality for our students. In this sense, I would say L2 teaching and learning are 
intertwined and interrelated. These are my current beliefs and the actions that I have been 
taking at my school. What are your beliefs and current practice in your L2 language teaching 
and learning? I hope this short essay will encourage you to reflect on your teaching practices 
and beliefs regarding language learning. 
2023年度　教育イノベーション研究センター年報 | 151
References: 
 
Benson, P. (2011). Teaching and researching autonomy in language learning. Pearson. 
https://doi.org/10.4324/9781315833767 
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University 
Press. https://doi.org/10.1017/CBO9780511667343 
Farrell, T. S. (2007). Reflective language teaching: From research to practice. Continuum. 
 
Illés É., & Akcan, S. (2017). Bringing real-life language use into EFL classrooms. ELT 
Journal, 71(1), pp.3-12. https://doi.org/10.1093/elt/ccw049 
 
Little, D. (1995) Learning as dialogue: The dependence of learner autonomy on teacher 
autonomy. System, 23(2), pp. 175-181. http://dx.doi.org/10.1016/0346-251X(95)00006-6 
Sato, R. (2015). The Case Against the Case Against Holding English Classes in English. 
The Language Teacher, 39(5), pp. 15-18. https://doi.org/10.37546/JALTTLT39.5-3 
 
 
 
 
 
 
 
2023年度　教育イノベーション研究センター年報 | 152


MY CURRENT BELIEFS AND REFLECTION ON MY L2 LANGUAGE LEARNING AND TEACHING

Decin, Julie

2653

EMPOWERING LANGUAGE LEARNERS: THE 
SIGNIFICANCE OF DIGITAL PORTFOLIOS IN 
ENHANCING ENGLISH LANGUAGE PROFICIENCY 
Julie Decin 
Chiba University 
 
ABSTRACT 
The article explores the role of digital portfolios in enhancing English 
proficiency among students. Digital portfolios, which track learning 
development over time, offer a dynamic representation of progress through 
various multimedia elements. Benefits include improving writing and speaking 
skills, fostering self-reflection, and enhancing digital literacy. Differentiating 
between digital and e-portfolios, the article notes that while all e-portfolios are 
digital, not all digital portfolios are e-portfolios. 
Literature reviews highlight studies showing digital portfolios' effectiveness in 
improving EFL speaking and writing skills, enhancing motivation, and facilitating 
assessment. Methodologically, the article describes a Portfolio Workflow and 
setting up a digital portfolio using Google Sites. It concludes by recommending 
digital portfolios for their ability to improve language skills and motivate 
students, despite challenges such as digital literacy and technical issues. Future 
directions include further research on effectiveness and developing guidelines 
for creating and assessing digital portfolios. 
 
INTRODUCTION 
This article explores the pivotal role of digital student portfolios in augmenting 
English proficiency within educational settings. A digital portfolio is an electronic 
compilation of a student's work that tracks their learning development over a period. 
These portfolios can come in different formats, such as blogs, websites, or electronic 
files, and may contain various multimedia elements like text, images, audio, and 
video (Barrett, 2004). English Language Proficiency, as used in this article, refers to 
the full command of language skills, including proficiency in listening, speaking, 
reading, and writing. This paper will explore how these English macro skills are 
incorporated into the creation of digital portfolios. Digital student portfolios 
transcend traditional paper-based formats, offering a dynamic and interactive 
representation of learners' progress. Due to technological advancements, students 
now have the ability to take control of their learning process. They can actively 
engage in self-reflection, set language learning goals, and document their 
achievements, fostering a deeper understanding of language skills. Some benefits 
of using digital portfolios in the classroom include: a) Offering students a platform to 
2023年度　教育イノベーション研究センター年報| 167
improve their writing skills through digital journaling. b) Allowing students to practice 
speaking by sharing and discussing their journals c) Enabling students to observe 
the cumulative outcomes of their efforts and track their progress. d) Increasing 
student motivation to complete assignments thoroughly, knowing that their peers 
will review them e) Teaching students valuable digital literacy skills, such as web 
page formatting, uploading content, and presentation techniques. f) Providing 
students with a tool to showcase their portfolios as part of university applications or 
when seeking employment. g) Offering a more comprehensive representation of 
student abilities compared to traditional letter grading systems (A, B, C, D, F).  
Furthermore, the article underscores how digital portfolios contribute to language 
proficiency by providing a holistic view of language acquisition. Through 
incorporating diverse language modalities, such as reading, writing, listening, and 
speaking, learners can develop well-rounded language skills. The digital portfolio, 
as an innovative tool, emerges as a catalyst for transformative language education, 
offering educators insights into individual progress and promoting a learner-centric 
paradigm in language teaching. 
The terms "e-portfolio" and "digital portfolio" are commonly used interchangeably, 
but there exists a subtle distinction between them. An e-portfolio is essentially an 
electronic rendition of a traditional portfolio primarily designed for assessment 
purposes. It typically comprises a collection of student work, reflections on learning, 
and evidence of achievements, all presented in a digital format (Buzzetto-More, 
2010; Jafari & Kaufman, 2006). Conversely, a digital portfolio is a more inclusive 
term encompassing any portfolio created and maintained digitally. It may 
incorporate various media types such as text, images, audio, and video, serving a 
multitude of purposes beyond assessment, including showcasing skills, 
establishing a personal brand, or documenting professional development 
(Cambridge English Language Assessment, 2018). Essentially, all e-portfolios are 
digital portfolios, but not all digital portfolios are e-portfolios (Cabrera, 2020).  
 
LITERATURE REVIEW 
Pablo Cabrera (2020) discovered in his research on The Use of Digital Portfolios to 
Improve English as a Foreign Language Speaking Skills in Higher Education that 
utilizing digital portfolios was effective in enhancing students' pronunciation and 
fluency. Students utilized their smartphones to construct digital portfolios within 
Google Drive, containing videos and audios related to specific topics from the 
course syllabus. The speaking tasks involved recording information at various 
locations on the university campus (cafeteria, laboratories, library, chapel, sports 
ground) and other spots around the city. It was established that employing digital 
portfolios via Google Drive can boost students' motivation to practice their oral skills 
in the target language. In addition, the findings showed that digital portfolios were 
effective to enhance students’ pronunciation and fluency.  
2023年度　教育イノベーション研究センター年報| 168
Solano and Cuesta (2019) investigated the effectiveness of utilizing digital portfolios 
to improve English as a Foreign Language (EFL) writing skills. The study involved 
60 students at A1 and A2 levels, as per the CEFR (Common European Framework 
of Reference), enrolled in an English course at a private university in southern 
Ecuador. Students used smartphones and laptops to craft digital portfolios on 
Google Drive, containing shared photos, infographics, and reflective essays on 
academic subjects related to the course competencies. This intervention spanned 
10 months, during which students received ongoing feedback on their work. Upon 
analyzing the data both quantitatively and qualitatively, the findings indicate that 
digital portfolios serve as an effective learning aid, enhancing EFL students' writing 
skills and inspiring them to reflect on their progress. 
According to Brown & Abeywickrama (2010), assessment is an integral part of the 
language learning process, which serves to evaluate students’ performance and 
achievement, inform instruction and provide feedback, and measure progress 
towards learning outcomes. In a study conducted by Serpil (2023), it highlighted 
the versatility of digital portfolios as an assessment tool in ESL/EFL education, 
serving both formative and summative purposes. In formative assessment, these 
portfolios maintain a continuous record of student progress, enabling teachers to 
offer timely feedback and support. Moreover, digital portfolios facilitate peer and 
self-assessment, enabling students to present their language learning journey in a 
multimedia format that is easily shared and reviewed. 
Another study was conducted by Bensalem and Alenazi (2023) about Using E-
portfolios to Enhance Oral English Language Skills as Foreign Language. This study 
explores the implementation of using e-Portfolios as a high-impact practice on 
enhancing student oral language skills. Data from voice recordings, focus groups, 
and a survey were collected and analyzed to assess students' learning experiences. 
A key finding was that students believed e-Portfolios helped improve their English 
oral proficiency, largely due to the linguistic feedback provided by both the 
instructor and peers. Moreover, the process of building e-Portfolios boosted 
students' motivation and confidence in speaking English, particularly among female 
students and those with varying levels of academic achievement. 
Thang and Zulkifli (2012) conducted a study about The Role of Electronic Portfolio 
in Enhancing Information and Communication Technology and English Language 
Skills. The findings revealed that the students perceived the development of e-
portfolios as beneficial towards their own ICT skills and writing skills. They explicitly 
stated that they have learned to upload files, edit photos online and manage files. 
Furthermore, it also demonstrated that problem-solving involved in developing the e-
portfolios encouraged students to be more autonomous and positive towards learning. 
In summary, Pablo Cabrera (2020) found that using digital portfolios improved EFL 
speaking skills in higher education, enhancing pronunciation and fluency. Students 
created portfolios with videos and audios on Google Drive, recording tasks at 
various campus and city locations. This method increased motivation to practice 
2023年度　教育イノベーション研究センター年報| 169
oral skills. Solano and Cuesta (2019) similarly showed that digital portfolios 
enhanced EFL writing skills, with students creating portfolios containing photos and 
reflective essays. Brown & Abeywickrama (2010) emphasized assessment's integral 
role in language learning, while Serpil (2023) highlighted digital portfolios' versatility 
in ESL/EFL assessment. Bensalem and Alenazi (2023) also found that e-Portfolios 
enhanced oral English skills, boosting motivation and confidence. Additionally, 
Abrutyn (2012) discovered that e-Portfolios improved ICT and writing skills, fostering 
autonomy and positivity towards learning. 
 
METHODOLOGY 
This section will describe the portfolio workflow and its process: 
Portfolio Workflow 
1. The teacher assigns a new task. For example, in a writing class, the teacher 
assigns a 500-word essay or in a speaking class, the teacher assigns a 2-minute 
self-introduction video. 
2. Students finish the task and hand in the assignment digitally or hand-written (for 
writing assignments).  
3. The teacher reviews, corrects the assignments and gives feedback to students.  
4. Students correct the mistakes and address any other issues. 
5. Finally, students upload the task to their digital portfolio. 
How to set up a digital portfolio? 
To create a digital portfolio, students will utilize Google Sites 
(https://sites.google.com/new). The portfolio comprises seven pages: Home, Essay, 
Slides, Movies, Writing, Graphics, and Others. 
1. On the Home page, students will introduce themselves briefly (around 100 
words).  
2. The Essay page will host all essay assignments, including narrative, descriptive, 
and opinion essays. 
3. Presentations from English classes will be stored on the Slides page. 
4. The Movies page will feature vlogs, videos, and interviews. 
5. Writing assignments like journals, news article summaries, timed writing, and 
haiku will be uploaded to the Writing page. 
6. Graphics, such as posters, survey analyses, and mind maps, will be displayed 
on the Graphics page. 
2023年度　教育イノベーション研究センター年報| 170
7. Any assignments not fitting these categories will be placed on the Others page. 
Figure 1 
 
 
 
 
 
 
 
 
 
 
Figure 2 
 
 
 
 
 
 
 
 
 
 
 
2023年度　教育イノベーション研究センター年報| 171
 
Figure 3 
 
 
 
 
 
 
 
 
 
 
DISCUSSION 
The Digital Portfolio project is a two-year initiative within the English department at 
XYZ Institution It begins in the third term of the students' first year, where they start 
compiling their portfolio. This process continues into their second year, where 
additional assignments from various English classes are added. By the end of the 
third term in their second year, students have amassed a substantial body of work, 
including writings, presentations, videos, and more. 
The benefits of digital portfolios in enhancing language learning make their use 
highly recommended, especially for college and university students. In addition to 
improving speaking and writing skills, digital portfolios allow students to showcase 
their creativity and enhance digital literacy. They also serve as a source of 
motivation for students, providing them with a sense of pride as they see the 
compilation of their assignments over the two or four years they spend at school. 
Various digital portfolio platforms are available, such as Google Sites, Seesaw 
(https://seesaw.com/), and Weebly (https://www.weebly.com/). For this particular 
project, Google Sites was chosen due to its easy integration with Google Drive and 
other Google tools. 
Despite the benefits, there were some challenges in creating digital portfolios. The 
main challenge was digital literacy, both for teachers and students. Not everyone 
may be proficient or comfortable using digital tools or platforms. Teachers need to 
2023年度　教育イノベーション研究センター年報| 172
be prepared and have basic knowledge of creating digital portfolios to assist 
students effectively. Similarly, students should be comfortable using digital tools 
like smartphones, tablets, and computers. 
Technical issues also posed a challenge, as setting up and maintaining digital 
portfolios may require technical expertise. Issues with software compatibility, 
internet connectivity, and platform usability may arise. Privacy concerns were 
another challenge, as managing student data and ensuring privacy can be complex. 
To address this, settings in Google Sites were adjusted to limit viewers to school 
email addresses and "anyone with the link." 
 
CONCLUSION 
This paper discusses the significance of digital portfolios in enhancing English 
language proficiency, particularly within educational settings. One of the key 
benefits of using digital portfolios is their ability to improve writing skills through 
digital journaling, practice speaking by sharing and discussing journals, observe 
cumulative outcomes, increase motivation to complete assignments, teach digital 
literacy skills, and provide a comprehensive representation of student abilities. 
Moreover, digital portfolios contribute to language proficiency by providing a 
holistic view of language acquisition, incorporating diverse language modalities 
such as reading, writing, listening, and speaking. Methodologically, the article 
describes the Portfolio Workflow, outlining the process of assigning, completing, 
reviewing, and uploading tasks to digital portfolios using Google Sites. It also 
provides a step-by-step guide on how to set up a digital portfolio on Google Sites, 
including the creation of different pages for various types of assignments. 
 
The core message of this paper is that digital portfolios can transform the process 
of learning English into an enjoyable and creative activity. These portfolios promote 
increased interaction between students and teachers, fostering a more lively and 
supportive classroom environment. Additionally, they enhance camaraderie among 
students as they share personal insights and learn from each other, further 
enriching their educational experience. An important benefit of using digital 
portfolios is the enhancement of digital literacy skills, which are indispensable in 
today’s globalized world. The portfolios also allow students to accumulate their 
English assignments in a single collection, providing a sense of achievement 
increasing their motivation. They also get to track their progress in writing and allow 
them to self-reflect. Despite facing challenges such as the need for digital 
proficiency and concerns over privacy, the advantages of implementing such 
projects far surpass the drawbacks, making them a valuable educational endeavor. 
Future directions for using portfolios include further research on their effectiveness 
in different educational settings and the development of guidelines for creating and 
assessing digital portfolios. In addition, technology integration in class like the use 
of digital portfolios should be widespread. Discussion about the integration of 
2023年度　教育イノベーション研究センター年報| 173
newer technologies with digital portfolios, such as AI for personalized learning 
experiences, blockchain for securing student data, or AR/VR to create immersive 
language learning environments must be taken into consideration. These all can 
open up innovative ways to engage students and enhance learning. Finally, teacher 
training and development should be a priority among educators to effectively 
implement and utilize digital portfolios in their teaching practices. Training can focus 
on both the technical aspects of using digital tools and pedagogical strategies for 
maximizing their educational impact. 
 
  
2023年度　教育イノベーション研究センター年報| 174
REFERENCES 
Bensalem, E., & Alenazi, F. H. (2023). Using speaking ePortfolios to enhance oral 
English language skills among English as a foreign language students. Vivat 
Academia, 156, 25-47. https://shorturl.at/lvD19  
Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and 
classroom practices. Pearson Education. https://rb.gy/h3vksn  
Cabrera, P. (2020). The Use of Digital Portfolios to Enhance English as a Foreign 
Language Speaking Skills in Higher Education. International Journal of Emerging 
Technologies in Learning (iJET) 15(24):159. https://shorturl.at/gETV6  
Buzzetto-More, N. A. (2010). Student ePortfolios in higher education: A survey of 
faculty practices and perceptions. Journal of Educational Technology & Society, 
13(1), 75-87.  
P. Cabrera-Solano, L. Castillo-Cuesta. (2019). Digital Portfolios to Enhance English 
as a Foreign Language Writing Skills: A Case Study of University Students in 
Southern Ecuador. ICERI2019 Proceedings, pp. 9347-9353. https://shorturl.at/rHU24  
Serpil, H. (2023). Using Digital Portfolios with EFL Learners in Higher Education. 
Transformation in EFL Settings An Open and Distance Education Perspective. 
https://rb.gy/0yq767  
Thang, S. M., Lee, Y. S., & Zulkifli, N. F. (2012). The Role of Electronic Portfolio in 
Enhancing Information and Communication Technology and English Language 
Skills: The Voices of Six Malaysian Undergraduates. Computer Assisted Language 
Learning, 25:3, 277-293. https://rb.gy/zxo4n1  
 
 
2023年度　教育イノベーション研究センター年報| 175


EMPOWERING LANGUAGE LEARNERS: THE SIGNIFICANCE OF DIGITAL PORTFOLIOS IN ENHANCING ENGLISH LANGUAGE PROFICIENCY

Not a member yet