Promoting Learner Autonomy through using EPOSTL and Insights from Student-teachers’ Feedback

Promoting Learner Autonomy through using EPOSTL and Insights from

Student-teachers’ Feedback

Prepared by: Merita Hoxha, PhD Candidate Prof. Dr Vilma Tafani,

“ A Xhuvani” University, Elbasan, Albania

„A. Xhuvani“ University Elbasan, Albania

13/02/2014Prepared by: Merita Hoxha, Vilma Tafani 2

City of Elbasan


Prepared by: Merita Hoxha & Vilma Tafani 3

European Portfolio for Student Teachers of Languages (EPOSTL), A reflection tool for language teacher education

The Self-Assessment part has two functions:

- The reflection function, by means of which students think about and discuss specific competences

- Self-assessment function, which requires students to make a qualitative judgment about their developing competences and to chart their growth and progress … (Newby, 2011)


Topics to be discussed: How beneficial EPOSTL is? (illustrated with examples, ideas from

student-teachers)

How does it promote learner autonomy?

What parts of EPOSTL do they think are more related to learner autonomy?

What is the role of the teachers and mentors regarding EPOSTL?

How is EPOSTL helping our students change the way they evaluate and self-evaluate?

Students’ perceptions and insights on EPOSTL (based on two questionnaires)

Conclusions, limitations, suggestions

Literature consulted13/02/2014Prepared by: Merita Hoxha, Vilma Tafani 5

What we have done.

July 2012. Participation in the EPOSTL Conference in Graz.

Workshops with the students attending their master’s studies and those under

probation.

Distributed EPOSTL to student-teachers before teaching practice, November, 2013

After the survey, this school year, we spread EPOSTL to the students of the first year of

master studies.

Encouraged our students to continue using EPOSTL even during the probation period.

Debates and discussions with our student

We have also conducted two surveys to get feedback and insights from our students.

Once a week discussions (during their teaching practice).

Impressive result and feedback.


Here are the results of the first survey1. Before EPOSTL have you used any other portfolio?NO. (100%)1. What was your first impression of the EPPOSTL?The answers were different but almost 80% of the student teachers said that they found it difficult at the beginning. I thought it was like an “invisible supervisor”. When I first started using it, I thought “there are some aspects of teaching here which I hadn’t

thought of before” I also thought it was a good way to measure the extent of my own abilities. It was very interesting. I like EPOSTL. It is something new for us, something we had no idea that could exist. It was a very important tool for reflection and self-assessment.

1. What do you expect from EPOSTL?At this point most of the students, almost 100 % wrote that they expected EPOSTL to help them in all the teaching process. I really hope that EPOSTL would work for me as a mentor or a supervisor. I expect EPOSTL to help me identify my strong and weak points during the teaching process.


What is learner autonomy?- “Autonomy is the ability to take charge of one’s own learning” (Henri

Holec, 1979 cited in Benson & Voller, 1997)- “Learner autonomy is a capacity for detachment, critical reflection,

decision making, and independent action” (Little, 1991)- “Autonomy is a situation in which the learner is totally responsible

for all the decisions concerned with his/her learning and the implementation of those decisions” (Leslie Dickinson, 1992)

- “Learner autonomy is the capacity learners have to take charge of their own learning. This implies choice of aims, content, approaches, and /or forms of evaluations based on reflection related to individual needs and interests. (EPOSTL; Council of Europe,2007)


How can EPOSTL promote learner autonomy?

EPOSTL is a tool to promote professional growth through reflection and dialogue. As such it is seen as a means of enhancing autonomous learning (EPOSTL 2008). This doesn’t mean that the teacher’s role is abandoned, the teacher guides the whole process by giving instructions about ‘when’ and ‘how’ to use EPOSTL.

Learner autonomy has to do with independent learning as part of self-assessment.

It also has to do with home-works, projects, portfolios, extra-curricular activities, etc.

It moves the focus from teaching to learning. 13/02/2014Prepared by: Merita Hoxha, Vilma Tafani 9

Following are some of the ideas students gave about how EPOSTL promotes LA

1. How can EPOSTL promote LA?a) By completing the tasksb) By giving a chance so that students express themselvesc) It is efficient on giving the student the space he needs to put into practice everything he knowsd) Help learners reflect on their capacities, learning styles. Help them develop their strategies and

skills

2. In your opinion which part of EPOSTL promotes most LA?e) Grammar exercises. They test their own grammar skillsf) Self and peer assessment. You can assess and evaluate your knowledge, your capabilities and

also learn how to become a teacher by assessing peers.

3. How independent did you feel while working with it?A. Very independent. 40%B. Independent. 55 %C. Not very independent. 5%


Question: How useful did you find EPOSTL?


Question: Which category of EPOSTL was more useful to you?


As a student teacher do you agree or disagree with the following statements:

The EPOSTL made me think of different aspects of teacher education.The EPOSTL helped me to understand what competences a teacher of foreign languages should have.The EPOSTL made me aware of the competences I have developed, on learner autonomy as well as those I still need to develop.The EPOSTL helped me trace my progress.The EPOSTL is a good instrument for the self-assessment and peer assessment.The EPOSTL is a useful teaching and learning device.The Albanian student teachers will benefit by using EPOSTL regularly.


Conclusions and recommandation Students found it difficult to work with EPOSTL at the beginning. This might be as a result of the fact that they have not used any other portfolio before.

Once they got familiar with it they started using it regularly and found it very useful and helpful

The mentors have no or little knowledge about EPOSTL. Our students have difficulties about understanding the concept of learner

autonomy, they find it hard to connect theory to practice, consequently using EPOSTL independently

EPOSTL should be distributed at the beginning of master studies. Workshops and training sessions should be organized with mentors to

make them familiar with EPOSTL and how to use it. It should be spread even for teachers, mentors and for other students

that have some knowledge of English and are able to use it.13/02/2014Prepared by: Merita Hoxha, Vilma Tafani 14

Literature consulted: Council of Europe, (2007). European Portfolio for Student Teachers of

Languages, http://www.coe.int Holec, H. (1979); Autonomy and Foreign Language Learning; Strasburg:

Council of Europe Holec, H. (1981); Autonomy and Foreign Language Learning; Oxford: OUP Little, D. (1991). Learner Autonomy: Definitions, Issues and Problems. Dublin.

Authentik Little, D. (2000). Why focus on learning rather than teaching: Council of Europe Little, D. (2002). The European Language Portfolio and learner autonomy:

Council of Europe Newby D. et al. (2011), Using the European Portfolio for Student Teachers of

Languages; Council of Europe, Austria, ECML Publications (A collection of articles)

Yang, N.-D. (1998). Exploring a new role for teachers: promoting learner autonomy.


Questions?

Thank you for your attention!


Promoting Learner Autonomy through using EPOSTL and Insights from Student-teachers’ Feedback

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