Does the ELP promote learning English as a foreign language at tertiary level?

Yıl 2019, Cilt: 15 Sayı: 2, 695 - 718, 01.07.2019

Burcu Şentürk İsmail Hakkı Mirici

https://doi.org/10.17263/jlls.586815

Öz

Please fill up the following information accurately. (Please use Times New Roman, 12 pt.
Does the ELP promote learning English as a foreign language at tertiary level?
The study investigated the effect of European Language Portfolio (ELP) on students’ attitudes towards learning English. The study also examined the attitudes of students and teachers towards the ELP and its implementation into the curriculum. The study was conducted at Bülent Ecevit University the School of Foreign Languages Basic English Department in the 2016-2017 academic year. The data collection instrument employed in this study was semi-structured interviews which were conducted with thirty students and five teachers. The analysis of the interviews indicated that the ELP can promote self-assessment on the condition that it is used effectively both by the teachers and students and as a consequence the students support having more positive attitudes towards learning English.  Additionally, it was found that the students felt positive towards the ELP and working with it as far as they used it correctly in their classes as part of the curriculum.  In addition, the findings of the study indicated that both the teachers and the students believed that the ELP was a tool for self-assessment; however, the implementation of the ELP in the curriculum of the School of Foreign Languages at Bülent Ecevit University needs support since the ELP has only been newly introduced in Turkey as well and the teachers have very little information about the use and effectiveness of the ELP in language learning. However, this study showed that the ELP could be used as a tool to promote self-assessment and to create learner-centered classrooms in Turkey.
Information about Author(s)*
Author 1
Author (Last name, First name)	Şentürk, Burcu
Affiliated institution (University)	Bartın University
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No) Write only one corresponding author.	Yes
Author 2
Author (Last name, First name)	Mirici, İmail Hakkı
Affiliated institution (University)	Near East University
Country
Email address	[e-mail]
Department & Rank
Corresponding author (Yes/No)
Author 3
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)
Author 4
Author (Last name, First name)
Affiliated institution (University)
Country
Email address
Department & Rank
Corresponding author (Yes/No)

Anahtar Kelimeler

European Language Portfolio (ELP), life-long foreign language learning, intercultural competence, the Common European Framework of Reference (CEFR)

Kaynakça

• Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
• Baylan, S. (2007). University Students’ and Their Teachers’ Perceptions and Expectations of Learner Autonomy in EFL Prep Classes (Unpublished Masters Thesis). Pamukkale University, Turkey.
• Bem, D.J., (1970). Beliefs. Attitudes, and Human Affairs, Belmont, CA: Brooks/Cole
• Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman
• Benson, P. (2007). Autonomy in language teaching and learning. Language teaching, 40(01), 21-40.
• Benson, P. (2006). Learner autonomy 8: Insider perspectives on autonomy in language teaching and
• learning. Dublin: Authentik.
• Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in
• secondary school English language teaching. Language Teaching Research, 14(3), 259-275.
• Benson, P., & Voller, P. A. (1997). Independence in Language Learning. London, UK: Longman.
• Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for Learning: Putting it
• into Practice. Berkshire, England: Open University Press.
• Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices.
• ELT Journal, 12(7), 1-45.
• Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page
• Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &
• Evaluation in Higher Education, 31(4), 399-413.
• Brajcich, J. (2000). Encouraging learner autonomy in your classes. The Language Teacher Online.
• Retrieved January 2, 2014 from http://jalt publications.org/old_tlt/articles/2000/03/brajcich
• Breen, M. P., & Mann, S. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for
• autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning
• (pp. 132-149). London: Longman
• Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic & Integrative/Instrumental Motivation in
• Second Language Acquisition. The Keiai Journal of International Studies, 76, 39-64.
• Ceylan, M. (2006). European language portfolio as a self-directed learning tool. Unpublished Master’s
• Thesis. Bilkent University, Ankara.
• Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in higher
• education, 6(4),505-518.
• Cotterall, S. M. (2000). Promoting Learner Autonomy through the Curriculum: Principles for
• Designing Language Courses. ELT Journal. Vol. 54 No. 2 Retrieved January 6 2014, from
• http://eltj.oxfordjournals.org/content/54/2/109.full.pdf+html
• Council of Europe, (1992). Transparency and coherence in language learning in Europe: Objecives,
• evaluation, certification. Report on the Rüschlikon Symposium. Strasbourg: Council of
• Europe.
• Council of Europe, (1997a). European Language Portfolio: proposals for development. With
• contributions by I. Christ, F. Debyser, A. Dobson, R. Schärer, G. Schneider/B. North & J. Trim.
• Strasbourg: Council of Europe.
• Council of Europe, (1997b). Language learning for European citizenship. Final report (1989–96).
• Strasbourg: Council of Europe.
• Council of Europe (2000). European language portfolio (ELP): Principles and guidelines, Document
• DGIV/EDU/LANG, (2000) 33, Strasbourg, Council of Europe
• Council of Europe (2001). Common European Framework of References for Languages: Learning,
• teaching, assessment. Cambridge: Cambridge University Press.
• Council of Europe (2004). European Language Portfolio Principles and Guidelines, with added
• explanatory notes. Strasbourg: Council of Europe.
• Council of Europe (2006). European Language Portfolio: Key reference documents. Language Policy
• Division, Strasbourg. (Online: http://archive.ecml. At/mtp2/elp tt/results/DM
• layout/Reference%20Materials/English/ELP%20key% 20reference %20documents.pdf Retrieved on 28 November 2015).
• Demirel, Ö. (2003). Implications of the European Language Portfolio Project in Turkey. Paper
• presented at the international symposium titled Common European Framework and Foreign
• Language Education in Turkey at Uludağ University, Bursa, 17-19 September, 2003.
• Demirel, Ö. (2005). Avrupa Konseyi Dil Projesi ve Türkiye Uygulamaları. Milli Egitim Üç Aylık Egitim ve
• Sosyal Bilimler Dergisi. Yaz 2005, yıl 33, sayı 167. (Online) Retrieved 21 October 2009 from
• http://yayim.meb.gov.tr/dergiler/167/orta3-demirel.htm
• Demirel, Ö. & Mirici, İ. H. (2002). Yabancı dil eğitiminde öğrenen özerkliği. Milli Eğitim Dergisi, 155-
• , 76-88.
• Gagliano, K. – Swiatek, L. (1999). Improving Student Assessment Through the Implementation of
• Portfolios in Language Arts, Master’s Action Research Project, Saint Xavier University,
• http//www.epnet.com/ehost
• Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning.
• Rowley, MA: Newbury House.
• Gardner, R. C. (1982). Language attitudes and language learning. In E. Bouchard Ryan & H. Giles,
• Attitudes towards language variation 132-14. Edward Arnold.
• Glover, P., Mirici, İ. H., & Aksu, M. B. (2005). Preparing for the European Language Portfolio: Internet
• connections. Turkish Online Journal of Distance Education- TOJDE, 6(1), [Online:
• http://tojde.anadolu.edu.tr/yonetim/icerik/ makaleler/179-published.pdf Retrieved on 02 January 2016]
• Goullier, F., (2010). The most frequent errors to be avoided when developing a new ELP model.
• Strasbourg: Council of Europe.
• Gonzalez, J. A. (2009). Promoting student autonomy through the use of the European Language
• Portfolio. ELT Journal Advanced Access, 63(4), 373-382.
• Holec, H., (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe
• Holec, H., (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979,
• Strasbourg: Council of Europe)
• Holec, H. & Huttunen I. (1998). Learner autonomy in modern languages. Education Committee:
• Council of Europe.
• Kohonen, V. (2001). Developing the European language portfolio as a pedagogical tool for advancing
• student autonomy. In, L. Karlsson, F. Kjisik & J. Nordlund (Eds.), All together now. Papers
• from the Nordic conference on autonomous language learning (pp.20-44). Helsinki: University of Helsinki Language Centre.
• Kohonen, V. & Westhoff, G. (2003). Enhancing the pedagogical aspects of the European Language
• Portfolio (ELP). Strasbourg: Council of Europe. Retrieved on 17th October 2005 from
• http://culture2.coe.int/ portfolio/ documents/studies_ kohonen_westhoff.doc 17/10/2005
• Koyuncu, S. (2006). The effect of the European language portfolio on learner autonomy for young
• learners (Unpublished master’s thesis). Çukurova University, Turkey.
• Köse, N. (2006). Effects of portfolio implementation and assessment on critical reading and learner
• autonomy of ELT students. Unpublished doctoral dissertation, Çukurova University, Adana.
• Kristmanson, P., Lafargue, C., and Culligan, K. (2013). Experiences with autonomy: Learners’ voices on
• language learning. The Canadian Modern Language Review, 69(4), 462-486.
• Lambeir, B. (2005). Education as liberation: The politics and techniques of lifelong learning.
• Educational Philosophy and Theory, 37(3), 349-355
• Lenz, P. & G. Schneider, (2000). European Language Portfolio: guide for developers. Strasbourg:
• Council of Europe.
• Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
• Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy.
• System, 23(2), 175-182.
• Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet
• (documentation for the ELP Seminar, Graz, 2009)
• Little, D. (1999). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
• Little, D. (2000). Why focus on learning rather than teaching? In D. Little, et al. (Eds.) Focus on
• learning rather than teaching: Why and how? (pp. 3-17). Dublin: Trinity College, Centre for
• Language and Communication Studies.
• Little, D. (2002a). The European Language Portfolio: structure, origins, implementation and
• challenges. Language Teaching, 35/3, 182-189.
• Little, D. (2002b). The European Language Portfolio, Turin Report (pp. 4). (document:
• DGIV/EDU/LANG (2002)17). Retrieved on 5th October 2005, from http://www.tcd.ie.
• Little, D. (Eds.) (2003). European Language Portfolio in use: nine examples. Strasbourg: Council of
• Europe. Retrieved on 5th November 2005, from
• http://culture2.coe.int/portfolio//documents/ELP%20in%20use.pdf.
• Little, D. (2004). Learner autonomy, Teacher autonomy and the European Language Portfolio. Dublin.
• Retrieved on 12th October 2005, from http://www.utc.fr.
• Little, D. & Dam, L. (2005). Learner autonomy: what and why? Unpublished doctoral dissertation.
• Retrieved 7 Sep, 2005 from http://jaltpublications. org/tlt/files/98/oct/littledam.html.
• Little, D & Perclova R. (2001). The European Language Portfolio: A guide for teachers and teacher
• trainers. Strasbourg: Council of Europe. Retrieved on 4th October 2005, from
• http://culture2.coe.int/portfolio//documents/ELPguide _teachertrainers.pdf.
• Little, D. & Simpson, B. (2003). European Language Portfolio, the intercultural component and
• learning how to learn. (document: DGIV/EDU/LANG (2003)4) Retrieved on 10th October
• , from http://www.tcd.ie.
• Little, D. & R. Perclová (2000). The European Language Portfolio: a guide for teachers and teacher
• trainers. Strasbourg: Council of Europe.
• Little, D. & L. King (2014). Talking with John Trim (1924–2013), Part II: Three decades of work for the
• Council of Europe. Language Teaching 47.1, 118−132.
• Little, D. (2005). The Common European Framework and the European Language Portfolio: involving
• learners and their judgments in the assessment process. Language Testing, 22 (3): 321-336.
• Little, D. (2009). The European Language Portfolio: Where pedagogy and assessment meet.
• Strasbourg: Council of Europe, Language Policy Division. Available at:
• http://www.coe.int/t/dg4/ education/elp/elp-reg/Source/Publications/ ELP_ pedagogy_assessment_Little_EN.pdf (8.10.2013).
• Little, D. (2010). What does it mean to “implement” the CEFR? Réflexions, 29(2), 20-21.
• Little, D. (2012). The European Language Portfolio: History, key concerns, future prospects. In B. Kühn
• and M. L. Pérez Cavana (Eds.), Perspectives from the European Language Portfolio: Learner
• autonomy and self-assessment (pp. 22-42). New York, NY: Routledge.
• Meister, M. E. (2005). The influence of the world of Council of Europe on language teaching in
• Austria. Retrieved on 11th February 2006, from http://www.ecml.at.
• Mineishi, M. (2010). East Asian EFL learners‟ autonomous learning, learner perception on autonomy
• and portfolio development: In the case of educational contexts in Japan. 3(17) 1-8.
• Mirici, I. H. (2000). European Language Portfolio: A tool for a common language education policy in
• Europe. Journal of Interdisciplinary Education, 6(1): 161-166.
• Mirici, İ. H. (2006). Electronic In-Service Teacher-Training for the New National EFL Curriculum in
• Turkey. Turkish Online Journal of Distance Education, 7(1), 155-164. [Online:
• http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/244-published.pdf Retrieved on 03 January 2016]
• Mirici, İ. H. (2008). Development and validation process of a European language portfolio model for
• young learners. Turkish Online Journal of Distance Education, 9(2), 26-34. [Online:
• http://tojde.anadolu.edu.tr/yonetim/icerik/makaleler/399-published.pdf Retrieved on 03 January 2016]
• Mirici, İ. H. (2014). The Common European Framework of Reference for Languages (CEFR) and the
• European Language Portfolio (ELP) in S. Çelik (Ed.)
• Newby D., Allan R., Fener A.B., Jones B., Komorowska H.& Kristine Soghikyan K.(2007). The European
• Portfolio for student teachers of languages. [Çevrim-içi:
• http://archive.ecml.at/mtp2/fte/pdf/C3_Epostl_E.pdf], Erişim tarihi: 22.06.2014
• Newby, D. (2012). Insights into the European Portfolio for student teachers of languages (EPOSTL)
• Cambridge: Cambridge Scholars Publishing.
• Schärer, R., (2000). European Language Portfolio Pilot Project Phase, 1998–2000: Final report.
• Strasbourg: Council of Europe. Available at
• https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?doc umentId=09000016804586bb (accessed 29 June 2016).
• Schärer, R. (2002). The European Language Portfolio, Turin Report (pp. 13-14). (document:
• DGIV/EDU/LANG (2002)17). Retrieved on 5th October 2005, from http://www.tcd.ie.
• Scharer, R. (2007) European Language Portfolio: Interim Report (2006). Language Policy Division
• Strasbourg, DGIV/EDU/LANG. (2007) 1 Review. Council of Europe. Retrieved on 1fifth
• October 2009 from www.coe.int/portfolio
• Schneider, G.; Lenz, P. (2001). European language Portfolio: Guide for Developers. Strasbourg:
• Council of Europe, Modern Languages Division.
• Schneider, G. & Lenz, P. (2003). European Language Portfolio: Guide for developers. Retrieved on
• th October 2005, from http://www.culture2.coe.int/
• portfolio//documents_intro/Eguide.pdf.
• Stoicheva, M., G. Hughes & H. Speitz (2009). The European Language Portfolio: an impact study.
• Strasbourg: Council of Europe.
• Thanasoulas, D. (2000). ‘What is learner autonomy and how can it be fostered?’ The Internet TESL
• Journal, 11.
• Trim, J. L. M. (1978). Some possible lines of development of an overall structure for a European
• unit/credit scheme for foreign language learning by adults. Strasbourg: Council of Europe.
• Udosen, A. E. (2014). Learner autonomy and curriculum delivery in higher education: The case of
• university of Uyo, Nigeria. International Education Studies, 7(3), 4050.
• Ushioda E. (1996). Learner autonomy 5: The role of motivation. Dublin: Authentik.
• Ushioda, E. and J. Ridley (2002). Working with the European Language Portfolio in Irish post-primary
• schools: report of an evaluation project. Dublin: Trinity College, Centre for Language and
• Communication Studies, occasional paper no. 61.
• Victori, M. (Ed.). (2000). Autonomy in second language learning. Special issue of Links and Letters, 7.
• Universitat Autonoma de Barcelona. Servei de publicacions.
• Yang, Nae D. (2003). Integrating Portfolios into Learning Strategy-Based Instruction for EFL College
• Students, International Review of Applied Linguistics
• Yang, J. S. R. (2008). Motivational orientation and selected learner variables in East Asian Language
• Learners in the United States. Foreign Language Annals, 36(1), 44-56.
• Yıldırım, Ö. (2012). A study on a group of Indian English as a second language learners‟ perceptions
• of autonomous learning, Anadolu University, İstanbul.3(2)1-12.
• Yılmaz, S. (2010). Exploring Learner Autonomy Through The European Language Portfolio (ELP) in
• Turkish Context (Unpublished master’s thesis). Boğaziçi University, Turkey.
• Yumuk, A. (2002). Letting go of control to the learners: The role of the internet in promoting a more
• autonomous view of learning in an academic translation course. Educational Research, 44,
• -156.
• Yüce, E. (2019). EPOSTL: Revisiting the roles of language teachers at a recently established ELT
• department. International Online Journal of Education and Teaching (IOJET), 6(1). 234-243.
• http://www.iojet.org/index.php/IOJET/article/view/551