Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan.

Autor/in	Lo, Ya-Fen
Titel	Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan.
Quelle	In: Language teaching research, 14 (2010) 1, S. 77-95Infoseite zur Zeitschrift Verfügbarkeit
Beigaben	Anhang; Abbildungen 1
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	1362-1688
Schlagwörter	Empirische Forschung; Fragebogen; Zeitung; Methodik; Fremdsprachenunterricht; Englischunterricht; Hochschule; Effizienz; Forschungsüberblick; Portfolio; Taiwan
Abstract	The article depicts challenges for students and teachers involved in developing a reflective portfolio to promote autonomous learning in Taiwan. One hundred and one students in a Taiwan university completed their individual portfolio projects. A pre-course questionnaire, post-course self-evaluation, and the instructor's field notes were the data collection tools. The pre-course questionnaire results showed the students had neither experience of compiling portfolios nor knowledge of autonomous learning. The teacher could not let all decision-making power go to such inexperienced students. Instead, the teacher's role needed to alternate between decision-maker, facilitator and resource person to help the students learn to be autonomous. The students' major tasks were to manage their time and learning, and develop the critical thinking skills considered inadequately taught in Asia. The portfolio enabled the students to engage in multi-domain learning and to practise autonomous learning. The students' awareness of autonomous learning was thus enhanced. Pedagogical suggestions are made for improving the effectiveness of portfolios for promoting autonomous learning. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3