Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners' Motivational Orientations and Listening Achievement

Autor/in	Cong-Lem, Ngo
Titel	Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners' Motivational Orientations and Listening Achievement
Quelle	In: TESL Canada Journal, 37 (2020) 3, S.1-26 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Portfolios (Background Materials); Learning Motivation; Skill Development; Listening Comprehension; Course Descriptions; Higher Education; Self Efficacy; Student Attitudes; Content Analysis; Teaching Methods; Listening Skills; Undergraduate Students; Educational Change; Listening Comprehension Tests; Measures (Individuals); Learning Strategies; Questionnaires; Vietnam; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Kompetenzentwicklung; Qualifikationsentwicklung; Hörverständnis; Kursstrukturplan; Hochschulbildung; Hochschulsystem; Hochschulwesen; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Hörverstehensübung; Messdaten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen
Abstract	Whilst previous researchers commonly report on the effect of portfolio-based instruction on second language/English as a foreign language (L2/EFL) learners' language performance, very few studies examine its impact on their learning motivation. Drawing on expectancy-value theory, the current study examines how the implementation of a portfolio-based listening course may affect language learners' L2 motivation and skill development. This study adopted a mixed methods approach with Vietnamese EFL learners in higher education as its participants, who were administered a motivation questionnaire, listening comprehension tests, and semi-structured interviews. Both quantitative statistics and qualitative content analysis were applied for data analysis purposes. The results indicated that the portfolio-based program in this study had a significant positive impact on the participants' motivational orientations, especially their expectancy components (i.e., their self-efficacy and learning control beliefs) and their L2 listening accomplishment but not on the value aspects. Pedagogical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01