ePortfolios for Language Learning

In 2021, I started designing a program for fluent English speakers in Brazil who wanted to keep learning the language. The need for this program arose after a student who had already studied the language for 7 years, including one year living in Boston, called me and explained she wanted to keep learning English. She had scored 117 out of 120 on TOEFL and was already very articulate when she came to the United States. At the same time, after I had been accepted into HGSE, I also reflected on how there is still a big difference between the level of English that is required to study in an English-speaking country and the level of English that is deemed "fluent" in Brazil.

As I investigated and talked to this student, I understood she was not actually looking for an English course, but an opportunity to practice the language so she could communicate on equal footing with English native speakers, both in academic and professional contexts. As an entrepreneur, this was the discovery of a new niche market within English Language Learning (ELL). I told her I was going to help her by designing a type of language learning experience where we would explore ways to improve writing, articulation, and our ability to communicate in settings that require or favor higher levels of English language skills. I called other fluent English speakers who I thought would also be interested in taking the program and—to my surprise—started a community with 20+ learners.

Some of the questions and thoughts I had were:

• How might I help these learners see progress? Everyone tells them their English is perfect—and they are not wrong!

• How might I help these learners stay excited when they are not actually learning the language anymore?

• This program is being designed in a virtual environment. How could technology be leveraged to keep learners engaged?

After talking to each of the students who were going to start the program, I came to the conclusion that all of them wanted to learn to use the English language in contexts where a very high level (academic and professional) is indispensable. Right now, the program is in its third version, and the group has grown to 50+ students.

What's making the program successful? Among some other tools, I believe the most important one is that students are creating their own ePortfolios. Here's a short list with the 3 most important reasons why ePortfolios have been helpful for these learners:

1. ePortfolios give learners opportunities to improve their writing.

Although they are all fluent in the language, many of them were and still are looking to improve the way they structure their writing in another language. They are looking for ways to sound impactful and to precisely convey what they mean. Their ePortfolios comprise of "mini assignments", which are short reflections about diverse topics and their culminating assignments, which are longer, expanded writings on a topic of their own choosing. ePortfolios are helpful for them as they primarily focus on sharing their work with the community of learners, as opposed to just submitting it to an instructor.

2. ePortfolios are social.

Learners use their ePortfolios to share their work with colleagues and get feedback from them regularly. Aside from that, ePortfolios may be helpful for these learners as they can showcase their English language skills and the range of topics they are interested in. One student also reported he used his ePortfolio for a job application. In addition, students can also have their works reposted on the school's blog, or even share the content they create on social media platforms, including LinkedIn.

3. ePortfolios add value to the overall learning experience.

Learners become proud when they see their own work in their ePortfolios. ePortfolios are a great way for learners to visualize and keep track of their progress. They also see value in getting feedback from their colleagues and end up building an asset that may be important for them in the future. They can always edit texts, redesign their portfolios, share them with others, and use them as a way to promote themselves in the marketplace.

ePortfolios have been an important element of this learning experience, as it checks the boxes to meet the needs of the learners interested in this program. Associated with discussions, flash writing exercises, readings, and other activities that scaffold learners to write assignments, ePortfolios represent a solid and personal learning tool for students. They also add brand-value to the program that is being reiterated, as it showcases what learners in the program are able to do.