Research Article
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Year 2019, Volume: 15 Issue: 2, 695 - 718, 01.07.2019
https://doi.org/10.17263/jlls.586815

Abstract

References

  • Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
  • Baylan, S. (2007). University Students’ and Their Teachers’ Perceptions and Expectations of Learner Autonomy in EFL Prep Classes (Unpublished Masters Thesis). Pamukkale University, Turkey.
  • Bem, D.J., (1970). Beliefs. Attitudes, and Human Affairs, Belmont, CA: Brooks/Cole
  • Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman
  • Benson, P. (2007). Autonomy in language teaching and learning. Language teaching, 40(01), 21-40.
  • Benson, P. (2006). Learner autonomy 8: Insider perspectives on autonomy in language teaching and
  • learning. Dublin: Authentik.
  • Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in
  • secondary school English language teaching. Language Teaching Research, 14(3), 259-275.
  • Benson, P., & Voller, P. A. (1997). Independence in Language Learning. London, UK: Longman.
  • Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for Learning: Putting it
  • into Practice. Berkshire, England: Open University Press.
  • Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices.
  • ELT Journal, 12(7), 1-45.
  • Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page
  • Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &
  • Evaluation in Higher Education, 31(4), 399-413.
  • Brajcich, J. (2000). Encouraging learner autonomy in your classes. The Language Teacher Online.
  • Retrieved January 2, 2014 from http://jalt publications.org/old_tlt/articles/2000/03/brajcich
  • Breen, M. P., & Mann, S. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for
  • autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning
  • (pp. 132-149). London: Longman
  • Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic & Integrative/Instrumental Motivation in
  • Second Language Acquisition. The Keiai Journal of International Studies, 76, 39-64.
  • Ceylan, M. (2006). European language portfolio as a self-directed learning tool. Unpublished Master’s
  • Thesis. Bilkent University, Ankara.
  • Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in higher
  • education, 6(4),505-518.
  • Cotterall, S. M. (2000). Promoting Learner Autonomy through the Curriculum: Principles for
  • Designing Language Courses. ELT Journal. Vol. 54 No. 2 Retrieved January 6 2014, from
  • http://eltj.oxfordjournals.org/content/54/2/109.full.pdf+html
  • Council of Europe, (1992). Transparency and coherence in language learning in Europe: Objecives,
  • evaluation, certification. Report on the Rüschlikon Symposium. Strasbourg: Council of
  • Europe.
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  • contributions by I. Christ, F. Debyser, A. Dobson, R. Schärer, G. Schneider/B. North & J. Trim.
  • Strasbourg: Council of Europe.
  • Council of Europe, (1997b). Language learning for European citizenship. Final report (1989–96).
  • Strasbourg: Council of Europe.
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  • DGIV/EDU/LANG, (2000) 33, Strasbourg, Council of Europe
  • Council of Europe (2001). Common European Framework of References for Languages: Learning,
  • teaching, assessment. Cambridge: Cambridge University Press.
  • Council of Europe (2004). European Language Portfolio Principles and Guidelines, with added
  • explanatory notes. Strasbourg: Council of Europe.
  • Council of Europe (2006). European Language Portfolio: Key reference documents. Language Policy
  • Division, Strasbourg. (Online: http://archive.ecml. At/mtp2/elp tt/results/DM
  • layout/Reference%20Materials/English/ELP%20key% 20reference %20documents.pdf Retrieved on 28 November 2015).
  • Demirel, Ö. (2003). Implications of the European Language Portfolio Project in Turkey. Paper
  • presented at the international symposium titled Common European Framework and Foreign
  • Language Education in Turkey at Uludağ University, Bursa, 17-19 September, 2003.
  • Demirel, Ö. (2005). Avrupa Konseyi Dil Projesi ve Türkiye Uygulamaları. Milli Egitim Üç Aylık Egitim ve
  • Sosyal Bilimler Dergisi. Yaz 2005, yıl 33, sayı 167. (Online) Retrieved 21 October 2009 from
  • http://yayim.meb.gov.tr/dergiler/167/orta3-demirel.htm
  • Demirel, Ö. & Mirici, İ. H. (2002). Yabancı dil eğitiminde öğrenen özerkliği. Milli Eğitim Dergisi, 155-
  • , 76-88.
  • Gagliano, K. – Swiatek, L. (1999). Improving Student Assessment Through the Implementation of
  • Portfolios in Language Arts, Master’s Action Research Project, Saint Xavier University,
  • http//www.epnet.com/ehost
  • Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning.
  • Rowley, MA: Newbury House.
  • Gardner, R. C. (1982). Language attitudes and language learning. In E. Bouchard Ryan & H. Giles,
  • Attitudes towards language variation 132-14. Edward Arnold.
  • Glover, P., Mirici, İ. H., & Aksu, M. B. (2005). Preparing for the European Language Portfolio: Internet
  • connections. Turkish Online Journal of Distance Education- TOJDE, 6(1), [Online:
  • http://tojde.anadolu.edu.tr/yonetim/icerik/ makaleler/179-published.pdf Retrieved on 02 January 2016]
  • Goullier, F., (2010). The most frequent errors to be avoided when developing a new ELP model.
  • Strasbourg: Council of Europe.
  • Gonzalez, J. A. (2009). Promoting student autonomy through the use of the European Language
  • Portfolio. ELT Journal Advanced Access, 63(4), 373-382.
  • Holec, H., (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe
  • Holec, H., (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979,
  • Strasbourg: Council of Europe)
  • Holec, H. & Huttunen I. (1998). Learner autonomy in modern languages. Education Committee:
  • Council of Europe.
  • Kohonen, V. (2001). Developing the European language portfolio as a pedagogical tool for advancing
  • student autonomy. In, L. Karlsson, F. Kjisik & J. Nordlund (Eds.), All together now. Papers
  • from the Nordic conference on autonomous language learning (pp.20-44). Helsinki: University of Helsinki Language Centre.
  • Kohonen, V. & Westhoff, G. (2003). Enhancing the pedagogical aspects of the European Language
  • Portfolio (ELP). Strasbourg: Council of Europe. Retrieved on 17th October 2005 from
  • http://culture2.coe.int/ portfolio/ documents/studies_ kohonen_westhoff.doc 17/10/2005
  • Koyuncu, S. (2006). The effect of the European language portfolio on learner autonomy for young
  • learners (Unpublished master’s thesis). Çukurova University, Turkey.
  • Köse, N. (2006). Effects of portfolio implementation and assessment on critical reading and learner
  • autonomy of ELT students. Unpublished doctoral dissertation, Çukurova University, Adana.
  • Kristmanson, P., Lafargue, C., and Culligan, K. (2013). Experiences with autonomy: Learners’ voices on
  • language learning. The Canadian Modern Language Review, 69(4), 462-486.
  • Lambeir, B. (2005). Education as liberation: The politics and techniques of lifelong learning.
  • Educational Philosophy and Theory, 37(3), 349-355
  • Lenz, P. & G. Schneider, (2000). European Language Portfolio: guide for developers. Strasbourg:
  • Council of Europe.
  • Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
  • Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy.
  • System, 23(2), 175-182.
  • Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet
  • (documentation for the ELP Seminar, Graz, 2009)
  • Little, D. (1999). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
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  • learners and their judgments in the assessment process. Language Testing, 22 (3): 321-336.
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  • Strasbourg: Council of Europe, Language Policy Division. Available at:
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Does the ELP promote learning English as a foreign language at tertiary level?

Year 2019, Volume: 15 Issue: 2, 695 - 718, 01.07.2019
https://doi.org/10.17263/jlls.586815

Abstract



























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


Does the ELP promote learning English as a foreign language at tertiary level?



The study investigated the effect
of European Language Portfolio (ELP) on students’ attitudes towards learning
English. The study also examined the attitudes of students and teachers towards
the ELP and its implementation into the curriculum. The study was conducted at
Bülent Ecevit University the School of Foreign Languages Basic English
Department in the 2016-2017 academic year. The data collection instrument
employed in this study was semi-structured interviews which were conducted with
thirty students and five teachers.

The analysis of the interviews
indicated that the ELP can promote self-assessment on the condition that it is
used effectively both by the teachers and students and as a consequence the
students support having more positive attitudes towards learning English.  Additionally, it was found that the students
felt positive towards the ELP and working with it as far as they used it
correctly in their classes as part of the curriculum. 





In addition, the findings of the
study indicated that both the teachers and the students believed that the ELP
was a tool for self-assessment; however, the implementation of the ELP in the
curriculum of the School of Foreign Languages at Bülent Ecevit University needs
support since the ELP has only been newly introduced in Turkey as well and the
teachers have very little information about the use and effectiveness of the
ELP in language learning. However, this study showed that the ELP could be used
as a tool to promote self-assessment and to create learner-centered classrooms
in Turkey.



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Şentürk, Burcu



Affiliated
institution (University)



 Bartın University



Country



 



Email
address



 bsenturk@bartin.edu.tr



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 Yes



Author 2



Author
(Last name, First name)



 Mirici, İmail Hakkı



Affiliated
institution (University)



 Near East University



Country



 



Email
address



 hakkimirici@gmail.com



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


References

  • Balçıkanlı, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
  • Baylan, S. (2007). University Students’ and Their Teachers’ Perceptions and Expectations of Learner Autonomy in EFL Prep Classes (Unpublished Masters Thesis). Pamukkale University, Turkey.
  • Bem, D.J., (1970). Beliefs. Attitudes, and Human Affairs, Belmont, CA: Brooks/Cole
  • Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman
  • Benson, P. (2007). Autonomy in language teaching and learning. Language teaching, 40(01), 21-40.
  • Benson, P. (2006). Learner autonomy 8: Insider perspectives on autonomy in language teaching and
  • learning. Dublin: Authentik.
  • Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in
  • secondary school English language teaching. Language Teaching Research, 14(3), 259-275.
  • Benson, P., & Voller, P. A. (1997). Independence in Language Learning. London, UK: Longman.
  • Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003). Assessment for Learning: Putting it
  • into Practice. Berkshire, England: Open University Press.
  • Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices.
  • ELT Journal, 12(7), 1-45.
  • Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page
  • Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment &
  • Evaluation in Higher Education, 31(4), 399-413.
  • Brajcich, J. (2000). Encouraging learner autonomy in your classes. The Language Teacher Online.
  • Retrieved January 2, 2014 from http://jalt publications.org/old_tlt/articles/2000/03/brajcich
  • Breen, M. P., & Mann, S. (1997). Shooting arrows at the sun: Perspectives on a pedagogy for
  • autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning
  • (pp. 132-149). London: Longman
  • Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic & Integrative/Instrumental Motivation in
  • Second Language Acquisition. The Keiai Journal of International Studies, 76, 39-64.
  • Ceylan, M. (2006). European language portfolio as a self-directed learning tool. Unpublished Master’s
  • Thesis. Bilkent University, Ankara.
  • Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in higher
  • education, 6(4),505-518.
  • Cotterall, S. M. (2000). Promoting Learner Autonomy through the Curriculum: Principles for
  • Designing Language Courses. ELT Journal. Vol. 54 No. 2 Retrieved January 6 2014, from
  • http://eltj.oxfordjournals.org/content/54/2/109.full.pdf+html
  • Council of Europe, (1992). Transparency and coherence in language learning in Europe: Objecives,
  • evaluation, certification. Report on the Rüschlikon Symposium. Strasbourg: Council of
  • Europe.
  • Council of Europe, (1997a). European Language Portfolio: proposals for development. With
  • contributions by I. Christ, F. Debyser, A. Dobson, R. Schärer, G. Schneider/B. North & J. Trim.
  • Strasbourg: Council of Europe.
  • Council of Europe, (1997b). Language learning for European citizenship. Final report (1989–96).
  • Strasbourg: Council of Europe.
  • Council of Europe (2000). European language portfolio (ELP): Principles and guidelines, Document
  • DGIV/EDU/LANG, (2000) 33, Strasbourg, Council of Europe
  • Council of Europe (2001). Common European Framework of References for Languages: Learning,
  • teaching, assessment. Cambridge: Cambridge University Press.
  • Council of Europe (2004). European Language Portfolio Principles and Guidelines, with added
  • explanatory notes. Strasbourg: Council of Europe.
  • Council of Europe (2006). European Language Portfolio: Key reference documents. Language Policy
  • Division, Strasbourg. (Online: http://archive.ecml. At/mtp2/elp tt/results/DM
  • layout/Reference%20Materials/English/ELP%20key% 20reference %20documents.pdf Retrieved on 28 November 2015).
  • Demirel, Ö. (2003). Implications of the European Language Portfolio Project in Turkey. Paper
  • presented at the international symposium titled Common European Framework and Foreign
  • Language Education in Turkey at Uludağ University, Bursa, 17-19 September, 2003.
  • Demirel, Ö. (2005). Avrupa Konseyi Dil Projesi ve Türkiye Uygulamaları. Milli Egitim Üç Aylık Egitim ve
  • Sosyal Bilimler Dergisi. Yaz 2005, yıl 33, sayı 167. (Online) Retrieved 21 October 2009 from
  • http://yayim.meb.gov.tr/dergiler/167/orta3-demirel.htm
  • Demirel, Ö. & Mirici, İ. H. (2002). Yabancı dil eğitiminde öğrenen özerkliği. Milli Eğitim Dergisi, 155-
  • , 76-88.
  • Gagliano, K. – Swiatek, L. (1999). Improving Student Assessment Through the Implementation of
  • Portfolios in Language Arts, Master’s Action Research Project, Saint Xavier University,
  • http//www.epnet.com/ehost
  • Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning.
  • Rowley, MA: Newbury House.
  • Gardner, R. C. (1982). Language attitudes and language learning. In E. Bouchard Ryan & H. Giles,
  • Attitudes towards language variation 132-14. Edward Arnold.
  • Glover, P., Mirici, İ. H., & Aksu, M. B. (2005). Preparing for the European Language Portfolio: Internet
  • connections. Turkish Online Journal of Distance Education- TOJDE, 6(1), [Online:
  • http://tojde.anadolu.edu.tr/yonetim/icerik/ makaleler/179-published.pdf Retrieved on 02 January 2016]
  • Goullier, F., (2010). The most frequent errors to be avoided when developing a new ELP model.
  • Strasbourg: Council of Europe.
  • Gonzalez, J. A. (2009). Promoting student autonomy through the use of the European Language
  • Portfolio. ELT Journal Advanced Access, 63(4), 373-382.
  • Holec, H., (1979). Autonomy and foreign language learning. Strasbourg: Council of Europe
  • Holec, H., (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979,
  • Strasbourg: Council of Europe)
  • Holec, H. & Huttunen I. (1998). Learner autonomy in modern languages. Education Committee:
  • Council of Europe.
  • Kohonen, V. (2001). Developing the European language portfolio as a pedagogical tool for advancing
  • student autonomy. In, L. Karlsson, F. Kjisik & J. Nordlund (Eds.), All together now. Papers
  • from the Nordic conference on autonomous language learning (pp.20-44). Helsinki: University of Helsinki Language Centre.
  • Kohonen, V. & Westhoff, G. (2003). Enhancing the pedagogical aspects of the European Language
  • Portfolio (ELP). Strasbourg: Council of Europe. Retrieved on 17th October 2005 from
  • http://culture2.coe.int/ portfolio/ documents/studies_ kohonen_westhoff.doc 17/10/2005
  • Koyuncu, S. (2006). The effect of the European language portfolio on learner autonomy for young
  • learners (Unpublished master’s thesis). Çukurova University, Turkey.
  • Köse, N. (2006). Effects of portfolio implementation and assessment on critical reading and learner
  • autonomy of ELT students. Unpublished doctoral dissertation, Çukurova University, Adana.
  • Kristmanson, P., Lafargue, C., and Culligan, K. (2013). Experiences with autonomy: Learners’ voices on
  • language learning. The Canadian Modern Language Review, 69(4), 462-486.
  • Lambeir, B. (2005). Education as liberation: The politics and techniques of lifelong learning.
  • Educational Philosophy and Theory, 37(3), 349-355
  • Lenz, P. & G. Schneider, (2000). European Language Portfolio: guide for developers. Strasbourg:
  • Council of Europe.
  • Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
  • Little, D. (1995). Learning as dialogue: The dependence of learner autonomy on teacher autonomy.
  • System, 23(2), 175-182.
  • Little, D. (2009) The European Language Portfolio: where pedagogy and assessment meet
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There are 190 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Burcu Şentürk

İsmail Hakkı Mirici

Publication Date July 1, 2019
Published in Issue Year 2019 Volume: 15 Issue: 2

Cite

APA Şentürk, B., & Mirici, İ. H. (2019). Does the ELP promote learning English as a foreign language at tertiary level?. Journal of Language and Linguistic Studies, 15(2), 695-718. https://doi.org/10.17263/jlls.586815
AMA Şentürk B, Mirici İH. Does the ELP promote learning English as a foreign language at tertiary level?. Journal of Language and Linguistic Studies. July 2019;15(2):695-718. doi:10.17263/jlls.586815
Chicago Şentürk, Burcu, and İsmail Hakkı Mirici. “Does the ELP Promote Learning English As a Foreign Language at Tertiary Level?”. Journal of Language and Linguistic Studies 15, no. 2 (July 2019): 695-718. https://doi.org/10.17263/jlls.586815.
EndNote Şentürk B, Mirici İH (July 1, 2019) Does the ELP promote learning English as a foreign language at tertiary level?. Journal of Language and Linguistic Studies 15 2 695–718.
IEEE B. Şentürk and İ. H. Mirici, “Does the ELP promote learning English as a foreign language at tertiary level?”, Journal of Language and Linguistic Studies, vol. 15, no. 2, pp. 695–718, 2019, doi: 10.17263/jlls.586815.
ISNAD Şentürk, Burcu - Mirici, İsmail Hakkı. “Does the ELP Promote Learning English As a Foreign Language at Tertiary Level?”. Journal of Language and Linguistic Studies 15/2 (July 2019), 695-718. https://doi.org/10.17263/jlls.586815.
JAMA Şentürk B, Mirici İH. Does the ELP promote learning English as a foreign language at tertiary level?. Journal of Language and Linguistic Studies. 2019;15:695–718.
MLA Şentürk, Burcu and İsmail Hakkı Mirici. “Does the ELP Promote Learning English As a Foreign Language at Tertiary Level?”. Journal of Language and Linguistic Studies, vol. 15, no. 2, 2019, pp. 695-18, doi:10.17263/jlls.586815.
Vancouver Şentürk B, Mirici İH. Does the ELP promote learning English as a foreign language at tertiary level?. Journal of Language and Linguistic Studies. 2019;15(2):695-718.