Canva-based E-portfolio in L2 Writing Instructions: Investigating the Effects and Students’ Attitudes

Anh Nguyen-Nhu Le, Linh Bo, Nha Mai-Thanh Nguyen

Abstract:

As the new curriculum in Vietnam (promulgated in 2018) emphasises the development of students’ communicative competence, the product-based approach to teaching writing has revealed various downsides. The need arises for a tool that can aid students’ learning process besides the allocated time in class. Based on the theoretical framework of process writing and electronic portfolios, this paper proposes a supplementary tool for both teachers and students. The participants of the study were 69 tenth-graders at a secondary school in Thu Dau Mot city, Binh Duong province. Utilizing four research instruments including e-portfolios, tests, questionnaire and interview, this study aims to investigate the impacts of Canva as an e-portfolio constructing platform on students’ abilities to use vocabulary and sentence structures, as well as its influences on their self-efficacy, anxiety and motivation. The results obtained from the e-portfolios and tests indicated that students improved both their overall writing skills and the language use criterion particularly. The responses from the questionnaire and interview also demonstrated Canva’s positive impacts on students’ attitudes, especially in terms of alleviating writing anxiety and increasing motivation. In addition, this paper postulates some recommendations for both teachers and students regarding the application of Canva-based e-portfolios in Vietnam's educational system.

Keywords: e-portfolio, L2 writing instruction, Canva, process writing