Abstract

Electronic portfolios have emerged as an essential element of e-learning systems in the Saudi educational system, particularly in higher education. Google Sites e-portfolios enable prompt sharing of assignments and foster reflection and collaboration among students and instructors. The aim of this study is to investigate Saudi female EFL students’ attitudes toward the Google Sites e-portfolio system in relation to language learning motivation. The sample comprised 138 EFL female Saudi students. The participants were enrolled in an English advanced course and were required to submit an e-portfolio as part of a course assessment. A quantitative research approach was employed. Data were collected through questionnaires. Descriptive statistics, means, standard deviation, and correlation were conducted. The study revealed that the learners showed positive attitudes toward the ease of use of Google’s e-portfolio system. Furthermore, they perceived it as a valuable tool, recognizing its usefulness in facilitating timely submissions, effective feedback, and reflective learning. The study also found a positive correlation between learners’ attitudes toward the system and their language learning motivation; a stronger correlation was observed for instrumental motivation. The study highlighted the significant educational value of Google e-portfolios and indicated possibilities for educators to enhance learners’ experiences by tackling current obstacles and promoting motivation. Educators should encourage the use of the Google Sites e-portfolio system for reflective practices and highlight its useful features. They should also focus on students’ language learning motivation, which affects attitudes toward technology implementation. Educational institutions should enhance students’ comprehension of the system through focused instruction, workshops, and peer assistance.

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