LANGUAGE Eportfolio-SELF DIRECTED LANGUAGE LEARNING
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UNIVERSITY OF PIRAEUS Department of Digital Systems LANGUAGE ePORTFOLIO-SELF DIRECTED LANGUAGE LEARNING (Language ePortfolio-Promoting Self-Direction in Language Learning & Enhancing Intercultural Competence) Christine Boutsia A Thesis Presented in Partial Fulfillment Of the Requirements for the Master Degree in Technology Education and Digital Systems October 2012 1 ABSTRACT Although the provision of eLearning opportunities constitutes a rapidly expanding area of education and training, attracting the most research and development funding, little is known within the research community about the effect an online context can cast on nurturing the self-directed language learning skills of adult learners. Concomitantly, there is even less evidence in support of the effectiveness of an online context on the enrichment of adult learners’ intercultural competence. Given the above context, this dissertation thesis is principally aimed at stimulating interest and providing a clear and sharp insight into the way the synthesis of prospective or already settled in the destination country adult highly-educated, digitally-skilled migrants’ language ePortfolios, facilitated through an online course, designed along the lines of the self-directed learning theory and supported by a website, can develop their self-direction in learning the language of the receiving society and enhance their intercultural competence. Within this framework, heuristic evaluation methods have been employed in an attempt to evaluate “My Electronic Language Portfolio” website as regards the level at which its content can promote self-direction in language learning and enhance intercultural competence. In agreement with the procedure’s outcomes, the language ePortfolio is satisfactory in terms of its appearance, its operational features, the evidence it can support, the extension of learning it can promote and the external outcomes- an indispensable component of an individual’s intercultural competence- it may encourage. However, the reflection, self-management, self-monitoring as well as the attitudes indicators were proven to be the weakest ones regarding the designed ePortfolio, pointing to further improvement potentially required. At this point, it is also worth mentioning that the output of the results data has been supplemented with a set of comments submitted by the evaluators, regarding the overall usability of the website. Finally, this study provides theoretical implications and recommendations for further research. It is envisaged that these recommendations will assist future researchers focus their research design and further comprehend how to help migrant learners develop their self-directed language learning skills and intercultural competence. 2 ACKNOWLEDGEMENTS It would not have been possible to write this thesis without the help and support of the people around me, to only some of whom it is possible to give particular mention here. Above all, I would like to offer my utmost gratitude to my advisor, Assistant Professor Fotini Paraskeva, whose vast reserve of knowledge, excellent guidance, endless patience and understanding contributed significantly to the realization of my Master’s thesis. I have truly been fortunate to have her as my supervisor, for she has been my inspiration as I hurdled all the obstacles towards the completion of this research work. I would also like to express my heartfelt appreciation to Associate Professor Demetrios Sampson, who has the substance of a genius, continually and convincingly conveying a fervent passion in regard to research and a spirit of excitement in regard to teaching. His work demonstrated to me that “thinking out of the box” should not entail the fear for the unknown but instead it should go hand in hand with bringing one’s best possible, most creative and imaginative self to the surface. In addition, I would like to thank Associate Professor Symeon Retalis, for being a valuable source of ideas and motivation. I hope he keeps supporting his students with such rigor and enthusiasm. The insights he has shared had a lasting effect and are really greatly acknowledged. This thesis would not have been possible without the guidance and help of the PhD candidate of Technology Education and Digital Systems, Mrs Katia Alexiou, whose kind concern and consideration regarding my academic requirements as well as constant encouragement throughout my graduate experience I will never forget. Thanks are also due to all the people actively involved in the completion of my research; the people who most willingly agreed to participate in the study, my beloved friends, Akis, Chris, Christina, Evaggelia, Kosmas, Nikos, Nancy, and Vicky for their steadfast encouragement and unwavering faith in me. I would not have been able to complete this dissertation without the unequivocal support of my family. I deeply thank my father, Kostas, my mother, Catherine and my sister, Marina, for their fathomless love and dedicated support throughout, as always, for which my mere expression of thanks likewise does not suffice. Finally, my special gratitude goes to my wonderful fiancé, Thanasis, who was always there to cheer me up, support and stand by me through the good times and bad. 3 CONTENTS ABSTRACT .............................................................................................................. 2 ACKNOWLEDGEMENTS ....................................................................................... 3 CONTENTS .............................................................................................................. 4 LIST OF TABLES .................................................................................................... 7 LIST OF FIGURES ................................................................................................... 8 LIST OF ABBREVIATIONS & ACRONYMS ....................................................... 10 CHAPTER 1: INTRODUCTION ............................................................................ 12 1.1 Background of the Study ................................................................................... 12 1.2 Problem Statement............................................................................................. 15 1.3 Aim of the Study ............................................................................................... 15 1.4 Research Questions ........................................................................................... 16 1.5 Significance of the Study ................................................................................... 16 1.6 Chapter Overview .............................................................................................. 17 CHAPTER 2: REVIEW OF THE LITERATURE ................................................... 18 2.1 Electronic Portfolios .......................................................................................... 18 2.1.1 Definitions of ePortfolios ........................................................................... 18 2.1.2 Types and Purposes of ePortfolios .............................................................. 21 2.1.3 Benefits and Issues related to the Use of ePortfolios ................................... 21 2.1.4 Process of ePortfolio Creation .................................................................... 23 2.1.5 ePortfolio Tool Types................................................................................. 23 2.1.5.1 ePortfolio Tool Selection Criteria ....................................................... 25 2.1.6 ePortfolio Policies ...................................................................................... 27 2.1.7 ePortfolio Initiatives ................................................................................... 29 2.2 Language Portfolios ........................................................................................... 29 2.2.1 Main Concepts of ePortfolio Use in Language Classes ............................... 30 2.2.2 Pedagogical Use of Portfolios in Language Classes .................................... 31 2.2.3 The European Language Portfolio (ELP) .................................................... 32 2.2.3.1 Overarching Principles and Aims of the ELP ...................................... 32 2.2.3.2 Aims and Functions of an ELP............................................................ 33 2.2.3.3 European Language Portfolio Components ......................................... 33 2.2.3.4 Increasing Visibility of Language Learning through Portfolio-Oriented Pedagogy ............................................................................................ 34 2.2.3.5 The ELP and Learner Autonomy ........................................................ 35 2.2.3.6 Gaining a Holistic View of Foreign Language Education through the ELP .................................................................................................... 36 2.2.4 ePortfolios in Language Learning: Existing Approaches and Systems ........ 37 2.2.4.1 The Electronic European Language Portfolio (eELP) .......................... 37 2.2.4.2 Diagnostic Online System for Languages – DIALANG ...................... 38 2.2.4.3 EAQUALS-ALTE lectronic European Language Portfolio – e ELP .... 38 4 2.2.4.4 EPOS – The Bremen ePortfolio System for Language Learning .......... 39 2.2.4.5 Europees Taalportfolio (European Language Portfolio) – ETP ............ 39 2.2.4.6 Language On Line Portfolio Project – LOLIPOP ................................ 39 2.2.4.7 LinguaFolio