Implementing a Portfolio-based Learner Autonomy Development Model in an EFL Writing Course

Abstract

Learner autonomy is believed to play a leading role in life-long learning; as a result, a myriad of studies have been conducted to discover tools to promote learner autonomy (e.g., blogs, Facebook, web 2.0, learning contracts, etc.). Nevertheless, the effects of a portfolio on promoting learner autonomy have not been explored much. This paper endeavored to investigate whether or not learner autonomy was developed with the implementation of the portfolio-based learner autonomy development (PLAD) model in an EFL writing course. Regarding research methodology, both qualitative and quantitative data were collected from a questionnaire with closed-ended and open-ended items and reflection logs kept in portfolios. For data analysis, the quantitative data were analyzed through descriptive statistics and inferential statistics, whereas qualitative data were analyzed through content analysis. The findings showed the development of learner autonomy after the course in which a portfolio was employed as a learning tool. In particular, the participants were aware of learner autonomy and felt positive about autonomous learning tasks, especially writing reflection. Self-assessment, however, was the most challenging task which they encountered because of lack of confidence and experience. In addition, it was evident that the participants could choose learning materials when they were offered freedom and rights to do this task.

The Employment of Self-regulated Learning Strategies in Learning English at a Ho Chi Minh City-based High School

“…However, "making lists of important terms for this course to memorize the lists" was sometimes applied by the students (M=3.22; SD=1. 19). Although one of the five items achieved a low level of frequency, the average mean score of the five items indicates that students usually made flexible use of learning strategies.…”

“…In contrast, the students showed their hesitation in conducting the self-evaluation strategies to learn English. Several researchers (Duong, 2015 [18]; Duong & Seepho, 2017 [19]; Duong, 2021 [20]) discovered that EFL students have found it hard to conduct self-assessment because of insufficient skills and knowledge though this skill is considered to be vital for life-long learning (Balçıkanlı, 2010 [21]; Gardner, 2000 [22]; Khodadady, 2012 [23]).…”

The Students’ Readiness for Learner Autonomy in English Language Learning

“…In Vietnam, English as a foreign language is a compulsory subject taught from primary to higher education levels, and learner autonomy is an increasingly significant concept in education, particularly in English language education. Vietnamese students can become autonomous learners if they are provided with substantial resources and suitable facilities [14,15]. Nonetheless, the issue of learner autonomy in English language teaching is not underscored [15][16][17].…”

“…Vietnamese students can become autonomous learners if they are provided with substantial resources and suitable facilities [14,15]. Nonetheless, the issue of learner autonomy in English language teaching is not underscored [15][16][17]. It is observed that many learners are still passive in their dependent learning study style [18], and their English language proficiency is still poor [19].…”