Portfolios in the EAP classroom: a tool for reflection?

A small scale research project in a Foundation Programme in Kuwait

Presented by Angela Cooper Doctor of Education Student Exeter May 2008

1

Why use portfolios in an EAP classroom?

1. To diagnose the learners’ skills and competences.

2. To become aware of students’ preferences, styles, dispositions and learning strategies. 3. To adopt a more learner-centred practice.

2

• • •

The rationale for the use of portfolios with this group of 15 students in Kuwait.

Move the emphasis from contents and results to an emphasis on process and on the capacity of the learner to self direct his acquisition of knowledge. Move from traditional teacher-centred classroom to a more active role for the student (new in Kuwait).

Sharing the responsibility for the acquisition and development of their linguistic knowledge and skills.

3a

• In this small scale study, two underpinning principles were followed: 1. The portfolio must be dialogic, and facilitate on-going interaction between teacher and students. 2. The portfolio must document the reflective thought of the learner.

3b

• • • • •

First Results:

The students did not immediately grasp the aims.

Reflection was absent in the first samples. Writing reflections in English was a new, difficult task for them. From weak beginning, the students’ voices began to be heard.

An important step to the control of their metacognitive processes.

4

What did the students reflect upon most of all?

• • • • These were divided into 4 domains:

syllabus

(relevance for the students, emotional reactions to the theme);

instruction

(teaching aids and materials, methods and activities);

learning

(learning strategies, students’ strengths and weaknesses); and

assessment

(competence and skills; performance in classroom tasks and in conventional exams/tests.

5

Reflective thoughts produced by the students focused on the domains of: Learning Instruction Assessment

43% 36% 14% • •

Syllabus

7% This may suggest that many students didn’t consider assessment as part of ordinary classes (only twice in 3 months) Reflections on the syllabus only happened when they didn’t like the theme discussed in class (eg. history)

6

Preliminary Conclusions:

Students’ reflections can:

1.

2.

3.

4.

help the teacher make informed decisions and choices in the classroom; contribute to a greater student involvement in the teaching-learning process; lead to more autonomous learners of English, as they self-monitor their own learning; and help integrate the assessment, teaching and learning with the curriculum.

7

References:

Cohen, A. D (1998)

Strategies in Learning and using a second language

. London: Longman. Crockett, T (1998)

The Portfolio Journey: A creative guide to keeping student-managed portfolios in the classroom

. Englewood: Teacher Ideas Press.

Hedge, T (2000)

Teaching and Learning in the Language Classroom

. Oxford: Oxford University Press.

Herbert, E (2001)

The Power of Portfolios: What children can teach us about learning and assessment

. San Francisco: Josey-Bass Publishers.

Klenowski, V (2002)

Developing Portfolios for Learning and Assessment: Processes and Principles

. London: Routledge.

8