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• W2185712069 abstract "The starting point for enabling language learning autonomy is for the student to develop effective strategies for pursuing individual learning, while being willing and able to change and improve those strategies over time, as the language learning progresses. Writing learner diaries has traditionally been one of the ways used to help learners develop this kind of metacognitive knowledge. Leni Dam has written extensively about “logbooks” used for this purpose, both by students and teachers. Writing works well for this purpose, as it invites self-reflection, an important component of learning to learn. Today, online writing through class or personal blogs, can serve this purpose, with the added benefits of sharable diaries, potential for resource linking, and inclusion in an electronic portfolio. Another possible tool is an online editor such as Google Docs. Documents created are by default private but can be shared as well, allowing learning diaries, as appropriate, to be read by teachers or peers. Dam herself sees the future as elogs. E-portfolios c an be an effective means to document both personal achievements and learning trajectories. They serve a variety of purposes: personal, educational and vocational. The European Language Portfolio, as does the LinguaFolio on which it is based, includes a language bi ography, self-assessments based on the Common European Framework of Reference for Languages, and a collection of learner-created language samples. Portfolios of this kind, in addition to their more formal role, can perform a powerful pedagogical function, in encouraging both further language study and learner autonomy. They give the student concrete evidence of achievement and build confidence in one’s ability, an important component in language learning success. As is the case for other mechanisms to encourage autonomous language learning, use of language portfolios works best if separated both from an educational setting and from a proprietary platform, so that the portfolios can be seen as personal documents (not a school assignment) and can be used long after schooling has been completed. The IMS ePortfolio project is an effort to" @default.
• W2185712069 created "2016-06-24" @default.
• W2185712069 creator A5080437165 @default.
• W2185712069 date "2011-01-01" @default.
• W2185712069 modified "2023-09-24" @default.
• W2185712069 title "EMERGING TECHNOLOGIES AUTONOMOUS LANGUAGE LEARNING" @default.
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