Canva-based E-portfolio in English Writing Class: The Implementation and Students’ Response

Abstract

The integration of technology in language learning is a crucial aspect in enhancing the results of second language acquisition. This study explores the implementation and student response to Canva-based E-portfolios as an alternative assessment method in an English writing class on procedural text among Grade 9 junior high school students. A case study design with the qualitative approach was used in this study.  As many as 29 Junior High School students participated in this study. The data collection applied in this research included observation, interviews, and documentation. The interactive analysis that consisted of collecting data, reducing data, presenting data, and drawing conclusions was used to analyze the data. The results show that Integrating Canva-based E-portfolios into EFL writing classes offers a promising approach to enhance students' writing skills, foster visual literacy development, and promote active engagement in language learning. Furthermore, the students’ responses indicate that incorporating Canva into EFL writing classes presents numerous advantages, including heightened student motivation, engagement, and creativity.