Incorporating E-portfolio with flipped classrooms: An in-depth analysis of students' speaking performance and learning engagement

The advent of technology has enabled the implementation of e-portfolio in students speaking performance with the ability to collect and store their artifacts online. With the implementation of technology, e-portfolio tends to be incorporated with flipped classrooms. Previous studies, however, failed to consider the implementation of this incorporation, especially in teaching speaking skills. It is thereby leading to a lack of literature on this topic. This research aims to examine the effect of e-portfolio in flipped classrooms on students’ speaking performance and explore their learning engagement. An explanatory sequential mixed-method approach consisting of speaking test and interview methods were used to obtain data from 63 twelfth grade students, with 29 in the experimental group and 34 in the control. The data from the speaking test and interviews were analyzed using the independent t-test, and the qualitative method, respectively. The result showed a significant effect of e-portfolio in flipped classrooms on students’ speaking performance. Furthermore, students showed active behavioral, cognitive, and affective engagement. In conclusion, this study discussed all three possible implications for English language teaching.