運用學習歷程檔案 於 英語教學 Using Portfolios for Teaching English

1. 運用學習歷程檔案於英語教學Using Portfolios for Teaching English 台大外文系 楊乃冬 副教授 Nae-Dong Yang, Ph. D. naedong@ntu.edu.tw October 14, 2005 94年度技專院校北區英語教學中心 專題課程˙講座˙研討會

2. Portfolios • Collections of students’ work • Selected by the students • With the teacher’s guidance • To represent their learning experiences • A type of personal assessment • Related to classroom activities • Assessing learning processes

3. Learning Strategy-Based (LSB) Instruction • A learner-focused approach to teaching that emphasizes both explicit and implicit integration of language learning strategies in the language classroom. • LSB instruction helps students • become more aware of available strategies • understand how to organize and use strategies systematically and effectively • learn when and how to transfer the strategies to new contexts

4. Procedures for LSB Instruction • Diagnosis • Identifying students’ strategies, beliefs, needs, etc. • Preparation/Awareness-Raising • Awareness-raising • Goal-setting • Instruction • Presenting direct and informed instruction • Offering plenty of different practice opportunities • Evaluation • Evaluating students’ strategy use and progress • Evaluating the strategy instruction

5. Using Portfolio as a Learning Tool inFreshman English Courses Application 1

6. General Procedures

7. Advantages of Using Portfolios • Promote the use of metacognitive strategies • Motivate and enhance learning • Help future independent learning • Encourage collaborate learning • Show learning process and progress • Present learning results • Help affective factors • Others

8. Disadvantages of Using Portfolios • It took a lot of time. • It was too much trouble, a burden to prepare. • Some students might complete it in a short time and cheat on some samples or fake the records. • Some learning results and methods were hard to present. • Some learning process might not be easily recorded.

9. Problems Encountered • Time management • Studying, preparing the portfolios • Learning attitudes • Laziness, procrastination, indetermination • Problems in keeping a record • Information management • How to select or organize work • Other problems • Computers, access with radio and the Internet

10. Concluding Remarks • Most students had positive reactions toward using the portfolio in the LSB instruction. • It offered directions and chances for learning. • The portfolios revealed students’ learning process and results • The portfolios also presented teacher’s instructional design and process

11. Incorporating Portfolios into the EFL Writing Classrooms Application 2

12. Procedures for Writing Courses

13. Steps for Compiling Portfolios • Collect and select their works • Prepare a written reflection (i.e., cover sheet) for each section • Write a letter to the instructor • Evaluate their own performance • Prepare a table of contents • Organize the materials in a folder or binder

14. Guided Questions for Thinking about a Piece of Writing • Name of the piece I wrote: • Why I wrote it: • I wrote it for these people to read: • I got the idea for this piece from/by: • This is the __ (first, second, or third) draft. • The hardest thing about writing this was: • Things I could do to make this a better piece of writing:

15. Questions for Reflection • How would you compare your writing now with the way it was at the beginning of this course? • Has your thought about English writing changed in any way? • What piece of work in you composition portfolio showed your development in this area? • How did any revisions of these pieces contribute to your growth? • In what specific ways had your writing changed?

16. Students’ Reactions • Most of the students held positive attitudes toward portfolios because portfolios • Provide a chance to review and reflect on what they have done and learned • Reveal their progress, weaknesses, and strengths • Provide a sense of achievement • Facilitate autonomous learning by taking own responsibility

17. Using Portfolios in the Writing Course • Document students’ writing process • Provide records of activities in class • Raise students’awareness about • taking control and responsibility of their learning • the writing process • Reinforce what they have learned • Help students in self-reflection and self-assessment • Provide the instructor with students’feedback and valuable information for improvement • Serve the function of evaluation

18. Caveats • Need careful planning on integrating portfolios into • the class process, • the students’ work, and • the students’ assessment • Need time to prepare for evaluation • Assembling the finished portfolios • Arranging Portfolio presentation and peer evaluation • Arranging masterpiece sharing and peer evaluation • Completing the final evaluation by the instructor

19. Suggestions for Teachers • To incorporating portfolios into English or writing courses, teacher should • introduce the concepts of autonomous learning to students • provide detailed guidelines to help students develop their portfolios • emphasize self-reflection as an important element of portfolios

20. Suggestions (continued) • Teachers could • provide samples to help students understand what makes a good portfolio • allocate adequate class time for assembling and sharing the portfolios • arrange individual conference with the students for discussing their writing and portfolios • encourage students to include more than one type of material in the portfolio • consider other media instead of paper for portfolios

21. Concluding Remarks Portfolios do • raise students’ awareness about learning strategies, • facilitate their learning process, and • may enhance their self-directed learning.

22. From Traditional Portfolios to Web-based Portfolios

23. Goals of this Project • To integrate the concepts of portfolios, autonomous learning, and e-learning • To design a Web-based learning portfolio (WBLP) system • To explore how to use the learning portfolio system in Web-based learning contexts as a learning and evaluation tool. • To investigate its effectiveness and possible challenges and problems

24. Three Types of Courses 1. E-learning-based course with some augmented classroom meetings • Online English Program 2. Classroom-based course with augmented Web-based learning materials • Freshman English • English Composition • Introduction to Second Language Acquisition 3. Pure e-learning course • English Internship

25. The WBLP system:Freshman English • For learning • To facilitate classroom instruction • Supplementary online exercises and resources • Handouts and guidelines to class activities • To assist students in taking control of own learning • Goal-setting and plan-making • For interaction • To create additional channels for communication among students and the instructor after class • Message board and Bulletin board • For evaluation • To facilitate multiple evaluations • Self evaluation • peer evaluation • Instructor evaluation

26. Web-based Portfolios Easy to manage files High efficiency User-friendly Easy to revise writing and check errors Save paper, environmental friendly Can upload anytime Can record learning easily and accurately Can read and respond to each other’s writing Paper Portfolios Have more ways to present the contents Provide an overview Show more details Good for eyesight Trouble in saving documents Web-based Portfolios vs. Paper Portfolios

27. Problems and Challenges Encountered • Technical design and implementation • Time and effort in developing the WBLP system • Communications between the researcher/designer and programmers • Clear directions and interface for the system • Transition to web-based contexts • Paper portfolios  e-portfolios • Classroom activities  online activities • Users and usage problems

28. Portfolios as a Learning Tool • Documentation • Portfolios document the goal-setting, planning, learning, monitoring, and evaluating processes • Awareness-Raising • Portfolios raise students’ learning strategy awareness • Reinforcement • Portfolios reinforce the LSB instruction • Individualization • Portfolios cater to individual differences and enhance independent learning

29. References • Brown, J. D. (Ed.). (1998). New ways of classroom assessment. Alexandra, VA: Teachers of English to Speakers of Other Languages, Inc. • Farr, Roger and Bruce Tone (1994). Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers. Fort Worth, TX: Harcourt Brace College Publishers. • Wenden, Anita (1991). Learner strategies for learner autonomy: Planning and implementing learner training for language learners. Herfordshire, UK: Prentice-Hall International. • Yang, N. D. (2003). Integrating portfolios into learning-strategy-based instruction for EFL college students. International Review of Applied Linguistics in Language Teaching, 41, 4, 293-317. • Yang, N. D. (2003, March). Incorporating Portfolios into the EFL Writing Classrooms. The proceedings of 2003 International Conference and Workshop on TEFL & Applied Linguistics. Compiled by Department of Applied English, Ming Chuan University (pp. 476-483). Taipei: The Crane Publishing Co., Ltd. • Yang, N. D. (2005, July). Building a Web-Based Learning Portfolio System. Paper presented at the 2005 World Congress of Applied Linguistics, Madison, Wisconsin, U.S.A., July 24-29, 2005.