E-Portfolios as Learning Tools in Business English Writing: Examining Thai Tertiary Students’ Perceptions, Satisfaction, and Academic Performance (Published)
This study aims to 1) examine Thai tertiary students’ e-portfolio scores as well as their perceived benefits and obstacles, 2) assess their satisfaction with e-portfolio use, and 3) investigate the relationships between their GPA, perceived benefits and obstacles, course satisfaction, e-portfolio results, and academic achievement in a Business English writing course. The sample group comprises of 48 fourth-year students from the Faculty of Arts at Silpakorn University in Thailand. The Pearson’s correlation coefficient and content analysis were employed to analyze descriptive data. The findings suggest that the students scored high on e-portfolio assessments, indicating outstanding academic performance. The students perceived significant benefits from e-portfolio use, while obstacles were reported as low to moderate levels. The students’ satisfaction with e-portfolio use was very high and positively correlated with both GPA and academic achievement, while negatively correlated with perceived obstacles. Their satisfaction also had a positive relationship with their perceived benefits. The e-portfolio results were positively related to the students’ GPA and satisfaction, and their perceived benefits were negatively related to their perceived obstacles. All relationships were statistically significant at the .05 level. Also, content analysis highlighted students’ appreciation for e-portfolios’ career applicability and writing skill enhancement, though platform usability challenges were noted.
Keywords: : Academic Performance, Business English, E-portfolios, students’ perceptions, student’s satisfaction
Examining the Variables Impacting Academic Performance in Higher Education: A Case Study of Bachelor Degree Programs at PAAET, Kuwait (Published)
This study explores the factors influencing the academic experiences of bachelor’s degree students enrolled in English language courses at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Specifically, it examines the effects of personal, teacher-related, and school-related factors on students’ learning outcomes. Data were collected through a structured survey administered to a random sample of 649 students across five PAAET colleges, including the College of Basic Education, Technological Studies, Health Sciences, and Nursing. A quantitative approach was employed to analyze the relationships between these factors and students’ academic performance. The results indicate that personal factors, such as study habits and motivation, significantly affect academic achievement. Although a notable proportion of students expressed concerns about teaching quality, many also reported positive interactions with instructors, highlighting the importance of teacher-related factors like communication and teaching methods. School-related factors, including classroom environments and institutional resources, were also shown to influence learning outcomes. Some students noted challenges with physical space and class scheduling. Notably, students who attended classes regularly and paid close attention during lectures demonstrated better academic performance, underscoring the role of individual responsibility in academic success. However, external factors such as anxiety, sleep deprivation, and financial instability were identified as major barriers to learning. These findings suggest that improvements in teaching quality, classroom environments, and student support services could enhance academic performance at PAAET, providing a more supportive learning environment for all students.
Keywords: : Academic Performance, English Language, Students, teaching quality