A presentation on the facilitating of self-directed language learning through a language portfolio system

Dr. Jason Moser

Kanto Gakuin University Yokohama, Japan

CEFR (2001)

“An attempt to characterize comprehensively, transparently, and coherently the act of language communication in terms of what competent language users do and the competences (knowledge and skills) that enable them to act” Trim (2012)

Teacher-centered classroom • More productive students being held back by disruptive students • Blindly following the teacher without awareness of what, how, and

why they are learning. • Students hiding or disappearing in the group Put more responsibility on the students for their own learning

portfolio layout: product and process Biography 1. Speaking

• Can do • Work plan/language outcome • Participation sheet • Self Assessment

2. Listening 3. Writing 4. Progress report sheets

• ELSAT Grammar Building • TOEIC Vocabulary • Shoin 2000 • Extensive Reading

5. Learning Reflections Passport 6. Final Assessments Dossier 7. Record of work (writing and speaking examples, test scores, awards)

Listening A1 and A1+ (basic user - breakthrough) What types of texts can I understand Very simple phrases about myself, people I know and things around me. Questions, instructions, and directions. Examples: everyday expressions, questions, instructions, short and simple directions Conditions and limitation Clear, slow, and carefully articulated speech. When addressed by a sympathetic speaker.

Can do I can do this

Teacher

I can understand introductions and greetings language.

I can understand very basic family descriptions.

I can understand basic information containing numbers 1 to100/ telephone numbers.

I can understand names of food and meals.

I can understand simple descriptions related to clothing items, color, and patterns.

Students fill in Can-do descriptors A1 list [Workshop (中) fill in A2 descriptors]

YES NO

Students fill pre-test record sheet and take pre-test

Student takes test and record score on pre-test record sheet

P? More than 90%? Score recorded as a passing score in final assessment page of portfolio

F?

Student fills out expected language form (= work plan in other courses)

Student-teacher consultation approval

Student does activities related to descriptors and associated post-test, fills in language outcomes

Teacher- student consultation and approval

P? more than 80%? “Score recorded as a passing score in final assessment page of portfolio

F? Less than 80%? Wait 2 weeks before doing activities and post- test again.

Go onto next descriptor Go onto next descriptor Go onto next descriptor

Listening workshop flow

Evaluation of survey of portfolio system 1. About the Can do syllabus 2. About testing and lesson planning 3. Using a portfolio

Do you like having a list of Can do statements to show what the English skill goals are for each class? Choice not at all not really so so/okay a lot very much

Mean

No students 1

7 11 14 4

3.35

No. of Positive comments: 28 Allows me to see better what I am studying or need to study (8 responses) Can see weak and strong point (8) I can study more effectively/better (4) Having clear targets makes it easier (4) Makes me try/study harder (2) No. of Critical comments: 8 I get confused/ I don’t understand well (4) Not useful for studying (1) Seems like many can do descriptors are the same (1) I don’t know what I can’t do (1) No. of neutral or nonspecific comments: 1

Do you like having the chance to take a Can do test each class with the teacher? Choice not at all not really so so/okay a lot 、very much

Mean

No students 0

4 8 17 8 3.78

No. of positive comments: 26 Teacher gives me clear and useful feedback that helps me (13) I can improve my English ability better (4) Can use English a lot or have to use English (2) Can work at my pace (2) No. of negative comments: 5 Test standards unequal(2) Don’t think so (1) Unclear if I improved(1) If I am absent I can’t take a test the next week(1) No. of neutral or nonspecific comments: 6 There are times I can’t take tests (1) It’s a good system (1) Depends on my motivation level (1)

Do you like choosing when and which can do test you can take? Choice not at all not really so so/okay a lot very much

Mean

No students 0

5 10 13 9 3.70

No. of positive comments: 28 I like choosing what I want to study (11) I like working at my own pace (8) Can prepare better (2) Can improve by working through the list (1) No. of negative comments: 7 I get lazy and only choose easy can do’s to pass (3) Complicated to choose (2) We can postpone our weak points (1) No. of neutral or nonspecific comments: 2

Do you like having to make your own lesson plans of can do’s you need to study? Choice not at all not really so so/okay a lot very much

Mean

No students 8

12 7 6 4 2.62

No. of positive comments: 14 Can decide what and how I want to study (9) More efficient that teacher’s lesson (3) Allows use to keep a record ( 1) No. of negative comments: 21 I don’t make good work plans (4) I don’t know how to prepare well or know if I am doing it right (3) It takes up too much time ( 3) Teacher should choose (3) Teacher should do it instead (2) I choose only easy things to do (2) No. of neutral or nonspecific comments: 2

Do you like having to keep a portfolio of your classwork (test scores, lesson plans, teacher comments) Choice not at all not really so so/okay a lot very much

Mean

No students 2 3 15 11 6 3.43

No. of positive comments: 25 Can see what I need to study and have done ( 18) Can review and prepare more easily (3) Can see test results (2) Easy to use (2) No. of negative comments: 7 Bulky (2) Don’t like to carry(2) Mine gets messy (1) Unnecessary 1 No. of neutral or nonspecific comments: 5 Either or (2) Might lose it (1) Always carry it (1) NC (1)

Findings - the positives, what students like

• Can do syllabus because it’s easy to understand, see, and use. • Can see what they are studying and also what they have achieved. • Choosing what to study and doing it at their pace. • Regular ‘one to one’ testing with a teacher because it helps them

improve their English including receiving useful feedback (formative assessment of summative)(see Carless) .

Number of can do statements passed for speaking, writing listening in an academic year Top • Student 1 Speaking 16 Writing 16 listening 24 = 56 • Student 2 Speaking 15 Writing 17 listening 23 = 55 • Student 3 Speaking 17 Writing 15 listening 18 = 50 • Student 4 Speaking 17 Writing 13 listening 14 = 44 Bottom • Student 5 Speaking 5 Writing 8 listening 6 = 19 • Student 6 Speaking 5 Writing 8 listening 5 = 18 Most students around 30

Areas to improve

• More lexico-grammatical information for each can do descriptor is needed.

• Many (about half) of the students don’t like having to make their lessons mostly because of the first reason above.

• Students want to review can do descriptors even if they pass them. • Students especially in the second year felt that there was some

discrepancy between how teachers did one to one tests.

• Carless, D. (2012) From Testing to Productive Student Learning: Implementing Formative Assessment in Confucian-Heritage Settings. Routledge: London.

• Council of Europe (2001a). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.

• Council of Europe (2001b). The European language portfolio. Available online: www.coe.int/portfolio

• Little, D. (2006). The common European framework of reference for languages: Content, purpose, origin, reception and impact. Language Teaching, 39(3) 167-190.

• North, B., A. Ortega, & S. Sheehan (2010). British Council – EAQUALS core inventory for general English. London: British Council/EAQUALS, available online: www.teachingenlgish.org.uk and www.eaquals.org

• North, B. (2014). The CEFR in practice. English Profile Studies volume 4, Cambridge: Cambridge University Press.