Reflection and English Learning in Pre-Medical Students’ E-Portfolio
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Abstract
An e-portfolio is widely employed in medical education for developing reflective thinking skills in medical students. This study aims to measure pre-medical students’ reflective skills, their perceptions of the e-portfolio in English language learning, and identify challenges and coping strategies at a private university in Thailand. Data were gathered through questionnaires, reflective narratives, and semi-structured interviews, with analysis methods including descriptive statistics for questionnaires, corpus linguistics frequency for reflective narratives, and content analysis for interviews. Findings indicated positive perspectives on the use of the e-portfolio emphasizing the need for guidelines to enhance reflective, critical, and learning skills in pre-medical students across medical schools. This research provides practical and research-based insights into Thai education. Teachers could concentrate on crafting reflective and critical queries that encourage students to delve deeper into their thoughts and self-exploration. Including instruction on time management, enhancing language skills, maintaining learning motivation, and fostering supportive and collaborative learning atmospheres can enhance the beneficial effects of implementing e-portfolios.
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