European language portfolio as a self-directed learning tool

Abstract

The study investigated to what extent the European Language Portfolio (ELP) can promote self-directed learning in the School of Foreign Languages at Anadolu University in the 2005-2006 academic year. The study also examined the attitudes of students, teachers and administrators towards the ELP and its implementation into the curriculum. Five data collection instruments were employed in this study. Interviews were conducted with students, one teacher, and administrators. Questionnaires were given to the students. Besides, student learning diaries and student ELPs were collected. Group discussions were held with teachers and students, as well. The results revealed that most of the students carried out self-directed learning activities and had positive attitudes towards the ELP although they had difficulties in setting their learning goals and assessing their language learning processes. The teachers reported that the ELP could be used to promote self-directed learning; however, it could be difficult to use the ELP with the student profile in this school. The administrators also felt positive towards the ELP and believed that pilot projects should be conducted before implementing the ELP into the curriculum. The results suggested that the ELP could be used as a first step to promote selfdirected learning in the School of Foreign Languages at Anadolu University.