Integrating portfolios into learning strategy-based instruction for EFL college students
Journal
IRAL - International Review of Applied Linguistics in Language Teaching
Journal Volume
41
Journal Issue
4
Pages
293-317
Date Issued
2003
Author(s)
Yang, N.-D.
NAE-DONG YANG
Abstract
What teachers can do to facilitate their students' learning and develop autonomy has been one of the major concerns in second language instruction. This article explores the use of portfolios as a tool to facilitate student learning and develop learner autonomy. A pilot study with a class of 42 college students in 2000-2001 and then a formal study with a class of 45 students in 2001-2002 were conducted. Portfolios were integrated into the framework and procedures - i.e., diagnosis, preparation, instruction, and evaluation - for strategy training in a freshman English course at a four-year public university in Taiwan. Students' English proficiency was tested via a pretest and a post-test. Information about students' beliefs and attitudes about using portfolios and their learning style preferences was collected by both open-ended and Likert-scaled questionnaires. The study found that portfolios raised students' awareness of learning strategies, facilitated their learning process, and enhanced their self-directed learning. © 2003, by Walter de Gruyter GmbH & Co. KG. All rights reserved.
SDGs
Type
journal article