CEFR and Language Portfolio College and University Education Research-Oriented Presentation
Learner autonomy and their attitude towards the electronic portfolio
In recent years, quite a few studies have dealt with an issue of how learners autonomously learn, and the effect of an electronic version of portfolio (e-portfolio) on learner autonomy. Nevertheless, the number of studies that highlights the relationship between learner autonomy and their attitude towards e-portfolio seems to be limited. The purpose of the present study was to investigate the correlation between the university students’ learner autonomy and their attitude towards the e-portfolio, and the students’ assessment on the e-portfolio in terms of the improvement of their learner autonomy. The participants were first-year university students who took a general English course at a private university in Tokyo. The online surveys were administered at three points in a year while semi-structured interviews were also conducted twice in the same year. The participants were asked to use the e-portfolio that was shared with the teacher during the experimental year. The survey data was analyzed by the SPSS software, and the Pearson correlation coefficient. The results showed that there was a strongly positive correlation between the level of learner autonomy and their attitude towards e-portfolio, which indicates that students who are more autonomous tend to possess a positive attitude towards the e-portfolio.
Omura Takanori has been teaching English at Soka University in Tokyo since April 2020. Before teaching at the university, he taught English as a Japanese full-time teacher in public junior high schools for more than 10 years. His current research area is self-esteem, self-affirmation, and learner autonomy.