Speaking Up Online and Offline: The effects of Social Media-based E-Portfolios in Empowering EFL Students' Speaking Performance

Although e-portfolios are widely acknowledged for enhancing EFL students’ speaking skills, most studies assessed performances offline, leaving limited evidence of their impact across both modes. This study examined the effects of social media-based e-portfolios combined with classroom instruction on students’ speaking performance in online and offline contexts. A mixed-methods experimental design was employed, involving 46 Indonesian university students divided into an experimental and a control group. Data were collected through online and offline pre- and post-speaking tests, a speaking performance rubric, and semi-structured interviews. Quantitative analysis using One-Way MANOVA, Univariate ANOVA, paired sample t-test, and effect size revealed significant improvements for the experimental group, particularly for offline one, where effect sizes reached a very large magnitude. Thematic analysis of interviews confirmed improvement in speaking performance and self-regulated learning through practice and peer feedback, with motivational and emotional development. Implications are discussed at the theoretical and practical levels for English language teaching.