Stopień autonomii uczących się a wpływ Europejskiego portfolio językowego na rozwój ich umiejętności autoewaluacji i postrzeganie przez nich pracy z tym narzędziem – studium indywidualnych przypadków
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Problemy współczesnej dydaktyki języków obcych-strony-171-179.pdf (108.6 KB)
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2009
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Wydział Pedagogiczno-Artystyczny UAM w Kaliszu, Uniwersytet im. Adama Mickiewicza w Poznaniu
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Abstract
The research presented in this article is a part of a larger project, which concerned the reception of the European Language Portfolio and its influence on the development of the self-evaluation skills by the students of Teacher’s Training College. The main objective of the study was to find the relationship between the level of autonomy of the xamined students and their perception of work with the ELP. The analysis of the gathered materials, which was based on the comparison of three case studies, indicated, although to a limited extent, the existence of the following tendency: the lower the level of autonomy of the respondents, the more positively they perceive the ELP and its influence on the self-evaluation skills. The learner who does not reveal the skills of autonomy regards the work with this tool as the opportunity to realize their own role in their own learning process and to take the responsibility for it. The learner who has a high level of autonomy also notices the positive role of the Portfolio and the usefulness of applying it. This is done, however, without reference to the development of their own skills but generally to the possibilities created by the use of this tool in the didactic process. One of the respondents, who possesses a medium level of autonomy and only occasionally reveals autonomous activities, points out that the Portfolio enabled her to obtain a clearer picture of her own skills, and, most importantly, provoked reflection on the effectiveness of her learning methods, acquiring new ones and incorporating them in her own learning process.
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Jaworska M. 2009. Stopień autonomii uczących się a wpływ Europejskiego portfolio językowego na rozwój ich umiejętności autoewaluacji i postrzeganie przez nich pracy z tym narzędziem – studium indywidualnych przypadków, (w:) M. Pawlak, M. Derenowski, B. Wolski (red.) Problemy współczesnej dydaktyki języków obcych, Kalisz: Wydział Pedagogiczno-Artystyczny UAM w Kaliszu, 171–179.