چكيده فارسي :
This article describes a study which investigated how on-action reflective practices may advance EFL learners` self-regulation by use of portfolio(E-Portfolio P-Portfolio) From a class of a 3-month program in NLI institute, which experienced 36 sessions of a speaking course emphasizing on-action reflective practices by applying portfolio(E-P P-P).Portfolios (E-P P-P) consisted of five vital elements: Grammatical Resource, Lexical Resource, Discourse Management , Pronunciation , and Interactive Communication which were presented through paper as P-P and electronic resource by e-mail as E-P. The independent variable and the dependent variable of this study were respectively using portfolio (E-P P-P) and learners` self-regulation. Based on the Cambridge Assessment Criteria, score 40–59, 45 intermediate students were randomly and equally assigned to the two experimental (P-P E-P) and control groups (15 students in each group). Self-regulation questionnaire (SRQ) included pre-test and post- test (based on Kanfer (1970a) self-regulation scale) was applied to examine the impact of portfolio on learners` self-regulation changes in both control and experimental groups. Consequently, the findings indicate that utilizing on-action reflective practices (E-P P-P) strategy as self-regulation provoker is likely to improve students performance in educational process and its components. Although not all 45 students had same progress in self-regulation but the total gathered data shows positive effect of on- action reflective practices on EFL learners` SR, particularly The experimental group which received E-P in different formats of audio, video, graphics, and text shows more gradual development in self-regulation.
