Abstract
Briefly speaking, portfolios are learning files with specific purposes. In order to create portfolios, an instructional design is necessary. Using portfolios as an instructional tool, this study designed a learning program for English e-mail writing by 41 nursing school students. The program included some elements featuring portfolios: a) presenting guidelines to learners before the class started; b) utilizing goal cards for learners to write down their reflections on their learning; c) holding conferences which would help learners to reflect and share their learning; and d) intentionally teaching learning strategies to learners. Based on the data gathered using post-questionnaires, the results revealed: a) the program designed in this study was favorably evaluated by the learners, from the viewpoint of the ARCS model; b) it proved effective in reflecting on or correcting the learning in the process of creating portfolios. Furthermore, based on the data gathered using pre-questionnaires and post-questionnaires, the results indicated: a) that learners' awareness of more use of the learning strategies was confirmed. Moreover, based on the results of the pre-test and the post-test, b) the program utilizing portfolios was found to be effective in improving the English writing abilities of the learners.
