Implementing Reflective Portfolios for Promoting Autonomous Learning Among EFL College Students in Taiwan  

Oleh:

Lo, Ya-Fen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Teaching Research (sebagian Full Text) vol. 14 no. 1 (Jan. 2010), page 77-95.
Topik: portfolio; autonomous learning; critical thinking; EFL; Taiwan
Fulltext: Vol 14, no (1), page 77–95.pdf (308.07KB)

Isi artikel

This 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 decisionmaker, 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 multidomain 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.

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