Vše

Co hledáte?

Vše
Projekty
Výsledky výzkumu
Subjekty

Rychlé hledání

  • Projekty podpořené TA ČR
  • Významné projekty
  • Projekty s nejvyšší státní podporou
  • Aktuálně běžící projekty

Chytré vyhledávání

  • Takto najdu konkrétní +slovo
  • Takto z výsledků -slovo zcela vynechám
  • “Takto můžu najít celou frázi”

Enhancing language learner autonomy: through ePortfolio use

Identifikátory výsledku

  • Kód výsledku v IS VaVaI

    <a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23420%2F16%3A43929903" target="_blank" >RIV/49777513:23420/16:43929903 - isvavai.cz</a>

  • Výsledek na webu

  • DOI - Digital Object Identifier

Alternativní jazyky

  • Jazyk výsledku

    angličtina

  • Název v původním jazyce

    Enhancing language learner autonomy: through ePortfolio use

  • Popis výsledku v původním jazyce

    Nowadays, in compliance with the so-called 21st century skills, it is desired to provide our students with skills needed to become successful, autonomous, and reflective practitioners. Implementation of ePortfolio in the learning process seems to be a feasible solution to the above mentioned challenge. The aim of the author's research is to examine the potential of ePortfolio use in language learning at tertiary level. The paper describes a pilot study of a course design enhanced by ePortfolio application and piloted in university students of English for Specific Purposes and the University of Pardubice, Czech Republic. 40 students of English for Economics and English for Chemistry are involved in the initial phase of the study with the aim to provide language learners with space for self-analysis and self-reflection followed by blended form of guided autonomous learning and subject learning. The study participants undergo several stages of language level assessment. Firstly, it is an initial ePlacement test; consequently, students go through self-assessment of their skills followed by standardized language testing. The results of tests are shared and discussed with the students with the focus on strong and weak skills. Each phase is concluded by setting learning objectives based on obtained test results and self-assessment forms. The process aims at formulation of partial, concrete, and achievable learning objectives. The main functions of portfolio are all present in the study phases: evaluation, growth, and showcasing functions. The ePortfolio represents both the role a personal learning space and simultaneously of a space designed for collecting artefacts which provide evidence of met objectives. The suggested teaching and learning model using ePortfolio to enhance reflection and autonomy in learners can be adjusted and applied in teaching and learning subjects of various fields thus increasing the learning experience and outcomes in the learning process.

  • Název v anglickém jazyce

    Enhancing language learner autonomy: through ePortfolio use

  • Popis výsledku anglicky

    Nowadays, in compliance with the so-called 21st century skills, it is desired to provide our students with skills needed to become successful, autonomous, and reflective practitioners. Implementation of ePortfolio in the learning process seems to be a feasible solution to the above mentioned challenge. The aim of the author's research is to examine the potential of ePortfolio use in language learning at tertiary level. The paper describes a pilot study of a course design enhanced by ePortfolio application and piloted in university students of English for Specific Purposes and the University of Pardubice, Czech Republic. 40 students of English for Economics and English for Chemistry are involved in the initial phase of the study with the aim to provide language learners with space for self-analysis and self-reflection followed by blended form of guided autonomous learning and subject learning. The study participants undergo several stages of language level assessment. Firstly, it is an initial ePlacement test; consequently, students go through self-assessment of their skills followed by standardized language testing. The results of tests are shared and discussed with the students with the focus on strong and weak skills. Each phase is concluded by setting learning objectives based on obtained test results and self-assessment forms. The process aims at formulation of partial, concrete, and achievable learning objectives. The main functions of portfolio are all present in the study phases: evaluation, growth, and showcasing functions. The ePortfolio represents both the role a personal learning space and simultaneously of a space designed for collecting artefacts which provide evidence of met objectives. The suggested teaching and learning model using ePortfolio to enhance reflection and autonomy in learners can be adjusted and applied in teaching and learning subjects of various fields thus increasing the learning experience and outcomes in the learning process.

Klasifikace

  • Druh

    D - Stať ve sborníku

  • CEP obor

    AM - Pedagogika a školství

  • OECD FORD obor

Návaznosti výsledku

  • Projekt

  • Návaznosti

    S - Specificky vyzkum na vysokych skolach

Ostatní

  • Rok uplatnění

    2016

  • Kód důvěrnosti údajů

    S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Údaje specifické pro druh výsledku

  • Název statě ve sborníku

    Proceedings of the 15th European Conference on e-Learning : ECEL 2016

  • ISBN

    978-1-911218-18-0

  • ISSN

    2048-8637

  • e-ISSN

  • Počet stran výsledku

    6

  • Strana od-do

    744-749

  • Název nakladatele

    Academic Conferences and Publishing International Limited

  • Místo vydání

    Reading, UK

  • Místo konání akce

    Praha

  • Datum konání akce

    27. 10. 2016

  • Typ akce podle státní příslušnosti

    WRD - Celosvětová akce

  • Kód UT WoS článku