examining speaking self-efficacy and attitudes in a onenote-based self-regulatory e-portfolio implementation

Integrating self-regulated learning (srl) principles within electronic portfolios (e-portfolios) promotes reflection, progress monitoring, and strategic refinement, potentially strengthening learners' speaking self-efficacy. despite this alignment, empirical research on self-regulatory e-portfolios for speaking self-efficacy is limited. to address this gap, the present study examined the effects of a onenote-based self-regulatory e-portfolio on iranian efl learners' speaking self-efficacy and their attitudes toward the tool in an online speaking course. grounded in srl and social cognitive theory, speaking self-efficacy was conceptualized as a multidimensional construct encompassing performance, linguistic, and self-regulatory self-efficacy. a total of 52 intermediate and upper-intermediate iranian efl learners, selected based on a pet sample test, were randomly assigned to an experimental or a control group. over a five-week online course, the experimental group developed self-regulatory e-portfolios in onenote structured according to zimmerman's (2000) cyclical model of self-regulation. in contrast, the control group received conventional instruction. data were collected using the 18-item self-efficacy for efl speaking scale (seess), an attitude questionnaire, and semi-structured interviews. a multivariate analysis of covariance (mancova) revealed statistically significant gains in performance, linguistic, and self-regulatory self-efficacy for the experimental group, with medium to large effect sizes. learners also reported positive attitudes toward the e-portfolio, valuing its accessibility, organizational features, and support for reflection, goal setting, and feedback, despite some initial emotional and usability challenges. overall, the findings underscore the pedagogical value of onenote-based self-regulatory e-portfolios for enhancing speaking self-efficacy in online efl contexts.