31. LEd – Network on Language and Education
Paper
Eportfolio: A High Impact Practice for English Language Development
Maureen Andrade
Utah Valley University, United States of America
Presenting Author: Andrade, Maureen
Employers give hiring preference to university graduates with skills that apply across areas of study such as communication, teamwork, ethical decision-making, critical thinking, and knowledge application (Finley, 2021, 2023; Gray, 2023; Hart Research Associates, 2015, 2018; Social Research Centre, 2019). They value breadth and depth of learning, work ethic, persistence, and applied learning (Finley, 2021, 2023). The Council of the European Union similarly advocates for skills appropriate to the knowledge economy, including problem solving, creativity, cooperativeness, and self-regulation rather than memorization and factual learning, and strongly advocates for language learning (EUR-Lex, 2018). ePortfolios are a high impact educational practice that can help students develop these skills (Kuh et al., 2017; Watson et al., 2016).
ePortfolios are a product—an archive of learning artifacts—as well as a process that supports learning. They help students make valuable connections across learning activities through reflection. They encourage self-assessment and provide evidence of learning outcome achievement. An English language ePortfolio illustrates to students themselves, professors, classmates, and future employers what students can do in English and what they have achieved. It showcases their best work with reflections on their learning processes.
Multilingualism is a key principle of the Council of the European Union, which promotes language learning for personal and professional advancement, social cohesion, and intercultural competences (European Commission, n. d.; Le Pichon-Vorstman et al., 2020). English language skills are often a prerequisite to success in higher education and professional contexts. With 6.4 million globally mobile students worldwide comprising up to 29% of higher education enrollments in some countries (Project Atlas, 2022), integrating English language development with degree attainment is a clear directive for higher education institutions.
Flexible learning, an alternative to physical relocation, is increasing access to higher education. In the U.S., 61% of undergraduate students took at least one course by distance in fall, 2021 (National Center for Education Statistics, 2021). A prerequisite for student success in these contexts is self-regulated learning (SRL), or the ability “to control the factors or conditions affecting [students’] learning” (Dembo et al., 2006, p. 188). SRL entails forethought (purpose, goals), performance (strategy application), and self-reflection (performance monitoring) (Zimmerman 2002). Autonomy (self-direction, choice), structure (course design), and dialogue (interaction) are also important aspects of distance learning (Moore, 2013).
This study examines how students enrolled in English language workshops delivered in a blended modality developed SRL behaviors through an ePortfolio assignment.
Methodology, Methods, Research Instruments or Sources UsedEnglish language students at a small, private, non-profit liberal arts university in Eastern Europe who were enrolled in English for Academic Purposes workshops created ePortfolios to demonstrate their English language skills. The 41 workshop participants were at the C1 level of the Common European Framework of Reference for Languages (CEFR). The delivery model for the workshops was blended with four in-person workshops and five synchronous online workshops over 12 weeks.
The instructor explained the purpose of the English language ePortfolio and introduced students to the ePortfolio platform (Google Sites). She provided them with an outline of the ePortfolio content and descriptions of each required artifact (language learning profile, learning plan, personal writing, disciplinary writing, presentation, reflection). Each assignment included a list of resources to enable students to complete the tasks and develop their academic English language skills (e.g., the writing process, paragraph and essay structure, narrative and descriptive writing, reflective writing, paraphrasing and citation conventions; public speaking and presentations, academic writing style). The workshops focused on helping students understand and practice the tools in these resources. In addition to a comprehensive reflection on learning outcomes achievement, English language learning strategies, and plans for continuing linguistic development, several artifact assignments entailed peer review and reflection on how students applied various tools.
Reflections were analyzed using R software, which assisted with coding and categorizing the data into themes (Dauber, 2023). The constant comparative method within the broader framework of grounded theory was applied (Glaser & Strauss, 1967; Strauss & Corbin, 1990). Quality assurance techniques for qualitative research were utilized. These included examining multiple entries from students’ ePortfolios and use of rich, in-depth descriptions to accurately reflect students’ learning journeys (Trochim, 2006; Yilmaz, 2013).
The model of self-regulated distance language learning guided the analysis (Andrade & Bunker, 2009, 2011). Based on the theories of transactional distance (Moore, 2013) and self-regulated learning (Zimmerman, 2002), the model posits that students have varying levels of knowledge, self-regulation, and commitment at the onset of a distance course. Structure and dialogue within the course help them monitor their performance, increase their competences, and increase their self-regulation and autonomy.
The data analysis identified learning outcomes for workshop participants and insights into their practices for English language development. Key themes included self-evaluation, metacognition, and strategy use leading to increased motivation, confidence, autonomy, and performance (self-reported) in terms of English language proficiency, as evidenced through ePortfolio artifacts and accompanying reflections.
Conclusions, Expected Outcomes or FindingsThe results of this study showed how the course design for the English language workshops, delivered through a blended modality, supported the development of SRL and autonomy, leading to self-reported increases in English language proficiency. Students showed evidence of SRL behaviors, guided by the structure and dialogue in the course, to apply English language learning strategies, and become more self-directed and effective learners. They set and monitored goals, explored the use of new learning strategies, reflected on their performance, and modified their learning approaches.
The study also showed evidence of the development of employer-valued skills such as communication, critical thinking, communication, application of knowledge, cooperativeness, and self-regulation (EUR-Lex, 2018; Finley, 2021, 2023; Gray, 2023; Hart Research Associates, 2015, 2018; Social Research Centre, 2019). These skills were evident in the students’ ePortfolio artifacts and in their reflections as they wrote about what they learned, how they applied new knowledge and developed new skills, their processes for and results from required peer reviews, and their goal-setting, monitoring, and performance review behaviors.
Findings from this study illustrate how a blended modality online course can be designed with the guiding principles of structure, dialogue, and autonomy (Moore, 2013) to help English language learners increase their SRL behaviors, capacity for autonomy, and language proficiency (Andrade & Bunker, 2009, 2011). By doing so, they also develop related employer-valued skills such as communication, collaboration, and critical thinking (EUR-Lex, 2018; Finley, 2021, 2023; Gray, 2023; Hart Research Associates, 2015, 2018; Social Research Centre, 2019). To reach goals set by the Council of the European Union (European Commission, n. d.; Le Pichon-Vorstman et al., 2020) pertaining to language acquisition, intercultural awareness, and professional skill development, research should continue to examine innovative practices that integrate the learning of content knowledge with knowledge application and skill development.
ReferencesAndrade, M. S., & Bunker, E. L. (2011). The role of SRL and TELEs in distance education - Narrowing the gap. In G. Dettori & D. Persico (Eds.), Fostering self-regulated learning through ICTs (pp. 105-121). Hershey, PA: IGI Global.
Dauber, D. (2023, April 26). R for non-programmers: A guide for social scientists. https://bookdown.org/daniel_dauber_io/r4np_book/
Dembo, M. H., Junge, L.G., & Lynch, R. (2006). Becoming a self-regulated learner: Implications for web-based education. In H. F. O’Neil, & R. S. Perez (Eds.), Web-based learning: Theory, research, and practice (pp. 185-202). Lawrence Erlbaum Associates.
European Commission (n. d.). European education area. Quality education and training for all. About multilingualism policy. https://education.ec.europa.eu/focus-topics/improving-quality/multilingualism/about-multilingualism-policy
EUR-lex. Council recommendation of 22 May 2018 on key competences for lifelong learning. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC
Finley, A. (2021). How college contributes to workforce success: Employer views on what matters most. Association of American Colleges and Universities. Hanover Research. https://www.aacu.org/research/how-college-contributes-to-workforce-success
Finley, A. (2023). The career-ready graduate. What employers say about the difference college makes. Association of American Colleges and Universities. Morning Consult. https://www.aacu.org/research/the-career-ready-graduate-what-employers-say-about-the-difference-college-makesLinks to an external site.
Gray, K. (2022, November 15). As their focus on GPA fades, employers seek key skills on college grads’ resumes. National Association of Colleges and Employers. https://www.naceweb.org/talent-acquisition/candidate-selection/as-their-focus-on-gpa-fades-employers-seek-key-skills-on-college-grads-resumes/
Hart Research Associates. (2015, January 20). Falling short? College learning and career success. Hart Research Associates. https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf
Hart Research Associates. (2018, July). Fulfilling the American dream: Liberal education and the future of work. Hart Research Associates. https://www.aacu.org/sites/default/files/files/LEAP/2018EmployerResearchReport.pdf
Kuh, G. D., O'Donnell, K., & Schneider, C. G. (2017). HIPs at ten. Change: The Magazine of Higher Learning, 49(5), 8–16. https://doi.org/10.1080/00091383.2017.1366805
Le Pichon-Vorstman, E., Siarova, H., Szőnyi, E. (2020). The future of language education in Europe: Case studies of innovative practices, NESET report. Publications Office of the European Union. https://doi.org/10.2766/81169.https://nesetweb.eu/wp-content/uploads/2020/05/NESET_AR_2020_Future-of-language-education_Full-report.pdf
Moore, M. G. (2013). The theory of transactional distance. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 66–85). Lawrence Erlbaum.
National Center for Education Statistics. (2021). Fast facts. Undergraduate enrollment by distance education participation. https://nces.ed.gov/fastfacts/display.asp?id=80
Project Atlas. (2022). Global mobility trends. https://www.iie.org/wp-content/uploads/2023/09/Project-Atlas_Infographic_2022.pdf
Social Research Centre. (2019). Quality indicators for learning and teaching (QILT). The Social Research Centre. https://www.srcentre.com.au/our-research/quality-indicators-for learning-and-teaching-qilt
Watson, C. E., Kuh, G. D., Rhodes, T., Light, T. P., & Chen, H. L. (2016). Editorial: ePortfolios—The eleventh high impact practice. International Journal of ePortfolio, 6(2), 65-69.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–42. https://doi.org/10.1207/s15430421tip4102_2
31. LEd – Network on Language and Education
Paper
Autonomy and Agency. A Case Study of the Influence of Portfolio Work on Learners’ Investment in the French Language Classroom
Lisa Marie Brinkmann
University of Hamburg, Germany
Presenting Author: Brinkmann, Lisa Marie
Motivation constitutes a fundamental aspect of language acquisition, as posited by Dörnyei (2020). The sociological framework of investment, encompassing a student’s identity and commitment within the language learning process, complements the psychological dimension of motivation (Norton, 2013). Within the sociological perspective on foreign language acquisition, research explores how learners negotiate or partially reject different positions within learning contexts and analyses power relations in classrooms and language communities that either facilitate or impede the language learning process (Norton, 2022).
The theoretical foundation of investment resides at the intersection of capital, identity, and ideology. From a societal standpoint, language learning investment hinges on the cultural and human capital at one’s disposal and/or the desired capital to be attained (e.g., improved socioeconomic status), and the impact on one’s identity, particularly concerning aspects discriminated against in their first language or culture, such as homosexuality. Additionally, ideologies that structure power and dictate the inclusion or exclusion of specific societal groups play a crucial role. This triad of capital, identity, and ideologies is accessible through the social construct of agency, i.e. an individual’s ability to act within society (Darvin, 2019).
In the European context, where students are required to learn at least two additional languages, the role of third language acquisition is pivotal in education. In the German context of grammar schools (Gymnasien), students commonly choose between French and Spanish as their third language. Third language learning is characterised by intricate interactions between languages, denoted as foreign language-specific factors by Hufeisen (2018) and the multilingual factor by Herdina and Jessner (2002). Existing research indicates that the learner’s multilingual profile significantly influences their language learning motivation (author; Henry, 2017). Furthermore, recognizing the complexity and dynamic nature of multilingual systems, Włosowicz (2013) asserts that the role of motivation in third or additional language acquisition surpasses the intricacies observed in second language acquisition.
Building upon these insights, this study contends that findings on motivation for third or additional languages are transferable to the concept of investment in third or additional language learning. Dagenais (2003) underscores the complexity of investment, attributing it to the different languages learned and the varied aspects of investment associated with each language and between them. While the concept of investment has predominantly been explored in the context of English language learning among adults or immigrants, this presentation seeks to extend this scholarly domain to the third language classroom in schools. The primary objective is to address the research question: (RQ1) What causes French adolescent learners’ investment to emerge in formal French language learning?
Methodology, Methods, Research Instruments or Sources UsedTo address the first research question (RQ1), an empirical longitudinal study was undertaken in a French language classroom within a German grammar school. Notably, this class employed student-designed portfolios encompassing various sections (e.g., grammar, vocabulary, creativity), systematically integrated into the students' three-year French learning journey. A secondary research question surfaced during classroom observations, adding depth to the investigation: (RQ2) How does portfolio work contribute to the emergence of investment in the French language classroom?
From a cohort of 22 students aged 14-15, the teacher and I identified nine as "special" based on observable fluctuations in motivation throughout the school year. After this identification, I designed an interview setting using multiple methods. The method of mapping cards (Heinemann, 2018) was used to present factors influencing motivation according to Man et al. (2018) to the students so that they could select three pivotal cards and elucidate their significance. After this, I converged the methods of ethnographic interviews (Knoblauch, 2001), portfolio examinations (Baturay & Daloğlu, 2010) and stimulated recall methodology (Gass & Mackey, 2017), when we examined their portfolio and aspects of their perception of their French language learning. Interview guidelines were prepared for each section of the portfolio (section 1: my languages and I representing the student’s multilingual learning; section 2: the French language and culture and methods focusing on their formal learning; section 3: creativity containing autonomously written texts; and section 4: exams also containing assessment and corrections) but used independently according to each participant and their portfolio. After the interview, the students were asked to map the cards again and changes were analysed.
Given the longitudinal use of portfolios since the students’ initial learning year, they serve as comprehensive documentation, enabling a holistic analysis of their language learning trajectory. The data was then transcribed and analysed using grounded theory analysis. The analysis included different coding methods, most importantly line-by-line coding, open coding and focused coding (Bryant, 2017). I could establish connections between the different codes that result in a structured map. In this presentation, I aim to illustrate the findings in the structured map and provide the analysis (line-by-line coding) of a dense excerpt of the interview on students’ investment and the portfolio work’s contribution to the emergence of investment.
Conclusions, Expected Outcomes or FindingsThe results of this case study show that drivers and inhibitors of investment, the focused codes, are interconnected. The central drivers that lead investment to emerge are not only single factors but also their interactions between working autonomously and agentively, learning with enjoyment, exploring and creating, working on relevant issues and skills but also learning in a plurilingual and multimodal way. Collaborative endeavours and interactive learning also contribute significantly to the emergence of investment. Conversely, solitary activities, particularly homework, fail to instigate investment. Learners value variety in activities, emphasizing the importance of avoiding frustration and boredom while presenting diverse learning opportunities. Additionally, psychological factors such as self-concept, extrinsic motives, the desire for improvement, and the need for security play pivotal roles in fostering investment.
Examining the impact of portfolio work on these core factors reveals a pronounced influence. Portfolio activities promote autonomy and agency through autonomous writing and design, facilitate learning with enjoyment as well as exploring and creating through creative tasks, and encourage the pursuit of relevant topics and skills through individualised selections. Moreover, learning in a plurilingual and multimodal way aligns with the multilingual learning opportunities offered in the portfolio. Some extrinsic motives can be found in the assessment moments of the portfolio but also the need for security when it comes to presenting one’s portfolio. Here, the contrasting inhibitor of “participating only if one is prepared” also applies to portfolio work.
In this case study, the emergence of investment is attributed to psychological, didactic, and social factors, with portfolio work emerging as a tool for bounding and sustaining investment in French language learning. The didactical implications drawn from these results highlight the importance of fostering learner autonomy and agency, promoting collaborative work, addressing psychological security needs, and cultivating a strong will to learn.
ReferencesBaturay, M. & Daloğlu, A. (2010). E-portfolio assessment in an online English language course. In: Computer Assisted Language Learning 23(5), 413–428. DOI: 10.1080/09588221.2010.520671.
Bryant, A. (2017). Grounded theory and grounded theorizing. Oxford University Press.
Dagenais, D. (2003). Accessing Imagined Communities Through Multilingualism and Immersion Education. In: Journal of Language, Identity, and Education, 2(4), 269-283, DOI: 10.1207/S15327701JLIE0204_3
Darvin, R. (2019). L2 Motivation and Investment. In M. Lamb, K. Csizér, A. Henry & S. Ryan (Hrsg.), Palgrave Handbook of Motivation for Language Learning (pp. 245–264). Palgrave Macmillan.
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation. Routledge.
Heinemann, A. (2018). Professionalität und Professionalisierung im Bilingualen Unterricht. Klinkhardt.
Henry, A. (2017). L2 Motivation and Multilingual Identities. The Modern Language Journal, 101(3), 548–565.
Herdina, P. & Jessner, U. (2002). A dynamic model of multilingualism. Multilingual Matters.
Hufeisen, B. (2018). Models of multilingual competence. In A. Bonnet & P. Siemund (Eds.), Foreign language education in multilingual classrooms (pp. 173–189). John Benjamins.
Gass, S. & Mackey, A. (2017). Stimulated Recall Methodology in Applied Linguistics and L2 Research. Routledge.
Knoblauch, H. (2001). Fokussierte Ethnographie. In: Sozialer Sinn 1 (2), 123–142.
Man, L.; Bui, G. & Teng, F. (2018). From second language to third language learning. In: Australian Review of Applied Linguistics 41(1), 61-90.
Norton, B. (2013, 2nd ed.). Identity and Language Learning. Multilingual Matters.
Norton, B. (2022). Identity and Second Language Acquisition. In C. A. Chapelle & C. Chapelle (Eds.), The encyclopedia of applied linguistics (S. 1–10). Malden, Mass.: Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0521.pub2
Włosowicz, T. M. (2013). The Role of Motivation in Third or Additional Language Acquisition and in Multilingualism Research. In D. Gabryś-Barker & J. Bielska (Eds.), The Affective Dimension in Second Language Acquisition (pp. 77–88). Multilingual Matters.
31. LEd – Network on Language and Education
Paper
Quantitative Exploration of Autonomous Learning among Adult Immigrants Learning German as a Second Language in Germany
Klara Antesberger, Emese Schiller, Helga Dorner
Eötvös Loránd University, Budapest, Hungary
Presenting Author: Antesberger, Klara
Learner autonomy is a cornerstone of effective foreign language acquisition and is deeply intertwined with the principles of lifelong learning (Nakata, 2010). Holec (1979) defines autonomy as the ability to take charge of one’s learning journey, while Dickinson (1994) emphasizes the learner’s complete accountability for every decision made and implemented during the learning process.
Mastering the host country’s language is an indispensable step for adult immigrants’ successful integration into the new society (Dustmann & van Soest, 2001). To achieve this goal, self-directed language learning plays a pivotal role (Dörnyei, 1994; Robles, 2008).
Despite its immense social significance, the process of immigrant language acquisition remains an understudied area, encompassing limited understanding of the factors influencing the learning journeys of migrants. The heterogeneity of the immigrant population in Germany, characterized by diverse educational backgrounds and learning paths (Hünlich et al., 2018) further complicates the research landscape. In response to this need for comprehensive insights, this study embarked on the development and validation of a questionnaire designed to assess autonomous language learning among adult immigrants in Germany.
A pilot study preceding this one employed the concept of self-regulated language learning strategies (Oxford, 1990, 2011, 2016) to examine the characteristics of participants' independent learning. While the language learning strategy use questionnaire (Habók & Magyar, 2018) yielded valuable insights into participants' strategy usage, it fell short in addressing several facets of autonomy, including the ability to take responsibility for one's learning.
As the first step of this study, a comprehensive literature review identified six key factors (beyond the self-regulated language learning strategies) influencing autonomous language learning, including 1. Motivation, 2. The planning, monitoring, and evaluating of learning, 3. Attitudes towards learning, 4. Managing learning, 5. Taking responsibility, 6. Being engaged in autonomous learning activities. These factors served as the foundation for developing a comprehensive questionnaire comprising 106 items.
Following thorough translation and expert review, the questionnaire underwent pilot testing to ensure its validity and reliability (Tsang et al., 2017). Based on the pilot sampling, we conducted an exploratory factor analysis to refine the questionnaire, reducing its original 106 items to a smaller number (38). This refined questionnaire will be employed in the next phase of the research, involving a larger cohort of German language learners at A1, A2, and B1 levels (Council of Europe, 2001), to gain a deeper understanding of their autonomous learning practices.
Methodology, Methods, Research Instruments or Sources UsedThe pilot testing utilized convenience sampling (Cohen et al., 2002) to recruit readily available participants. The 43 language learners who completed the initial (extensive) version of the Autonomous Language Learning Questionnaire for Adult Migrants are enrolled in German language courses at B1 and B2 levels, specifically designed to facilitate the social and labor-market integration of adult immigrants.
Descriptive statistics were used to describe the participants' demographic characteristics.
This pilot testing faced the challenge of a relatively small sample size. As Field (2009) points out, a sample size of 5-10 times the number of questionnaire items is typically recommended for robust statistical analysis. In our case, the 106-item questionnaire would have necessitated a minimum of 550 participants, which was not feasible within our constraints. However, Field (2009, p. 679) suggests an alternative approach, utilizing the Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy (Kaiser, 1970).
To streamline the analysis and ensure data adequacy, we organized the questions into thematic groups based on the results of the initial comprehensive literature review. We selected those items with factor loadings (≥ 0.7) for each aspect. By analyzing responses separately for each thematic unit, we were able to gather sufficient data from a smaller number of participants to achieve statistically significant results (p ≤ 0.05) and a satisfactory KMO value (> 0.500).
Exploratory factor analysis revealed 14 distinct factors: 1. Intrinsic motivation (interest and pleasure), 2. Extrinsic motivation (practical language need), 3. External pressure (family pressure), 4. Planning and preparation for learning, 5. Perceived effort, 6. Anxiety and apprehension, 7. Self-confidence, 8. Determination and self-efficacy, 9. Personal responsibility for learning, 10. Transfer of responsibility to the teacher (making progress and choosing content), 11. Transfer of responsibility to the teacher (objectives and activities), 12. Solitary exercise habits, 13. Collaborative learning habits, 14. Listening exercise habits.
Cronbach's alpha reliability analysis established acceptable internal consistency for all 14 factors (0.8 ≤ a) (DeVellis, 2012).
The results imply that these 14 distinct factors collectively contribute to shaping immigrants' language learning behavior. The diversity of these factors highlights the multifaceted nature of language acquisition, encompassing elements of internal and external factors that contribute to individuals' learner autonomy development.
Finally, based on the factors, we made a shortlist of 38 questions and thus obtained a new questionnaire which will be used in the next phase of the research for learning more about the autonomous language learning of adult migrants in Germany.
Conclusions, Expected Outcomes or FindingsDeveloping learner autonomy is essential (Chan, 2001; Ellis & Sinclair, 1989; Karlsson et al., 2007). Utilizing a comprehensive questionnaire can thus effectively assess the various facets of immigrants’ autonomous learning, paving the way for new learning approaches that may empower them to gain a deeper understanding of autonomy development and transfer successful study habits to new learning environments.
This study successfully developed and validated a questionnaire to assess the autonomous language learning of this particular population. This valuable tool thus serves as a resource for researchers and educators to delve into and promote autonomous learning among immigrants aiming to learn German as a Second Language. The study shed light on the influential factors shaping autonomous learning in their language acquisition journey.
Subsequently, the findings serve as a foundation for further exploration and dissemination in international journals dedicated to the foreign language education of this specific audience. Our analyses and interpretations would benefit from the integration of additional international perspectives from diverse contexts and regions. Accordingly, we anticipate that our findings will spark scholarly engagement and foster a constructive dialogue on this topic.
References1.Chan, V. (2001). Readiness for Learner Autonomy: What do our learners tell us? Teaching in Higher Education, 6(4), 505–518. http://dx.doi.org/10.1080/13562510120078045
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