The paper aims to consider the process of LSP course training with digital portfolio inclusion in the course syllabus as a systemic requirement and prerequisite for mid-term and final assessment. To this end the research explores Academia’ s major areas of digital portfolio studies, investigates how the digital portfolio affects the academic progress and analyses graduate’s perceptions of their practice regarding the use of digital technologies for portfolio creation as part of the course on the Legal English and Translation. The research sample integrated academic sources, ICT tools and platforms, students’ tasks and assignments that were done with/without use of digital sources and tools, replies to the questionnaire. The methodology combines theoretical analysis, empirical search and evaluation of training sources, experimental training with or without systemic assignments for digital portfolio. The findings show the sources that can be used for the assignments to be included in the digital portfolio, confirm this tool potential for students’ academic progress, reveals those stumbling blocks that might be faced by the trainers in case of digital portfolio use as part of the course syllabus.
Volume 11 | 12-Special Issue
Pages: 1390-1397
DOI: 10.5373/JARDCS/V11SP12/20193359