A change of perspective in language learning: towards student autonomy with the eELP (Electronic European Language Portfolio)

Abstract

INTRODUCTION. The change of approach advocated by the Common European Framework of Reference for Languages (CEFRL), implemented by Information and Communication Technology (ICT), has led to the Electronic European Language Portfolio (eELP). This new model involves a change in methodology, which benefits from new ways of managing information and interacting with the personal learning environment. METHOD. This article analyzes the development of autonomy through the eELP by using data collected in a qualitative study conducted on a group of students studying German (level A2.1 of the CEFRL) of the Official School of Languages of Alicante (Spain) between October 2016 and February 2017. The purpose of this study is to analyze the progression of the students in three subsections of the section Learning to learn of the eELP: Reflection and organization, Learning the new and Fixing the learned. RESULTS. If we analyze the results, we conclude that the eELP has encouraged the change of focus from the teacher to the student. Likewise, meaningful learning has meant that the activities have had to be adapted to the student in regards to goals, content and tasks, thus responding to the needs of the learner, so that it has been possible to integrate and restructure these activities in their world of experiences. DISCUSSION. The motivation of all the students has increased and they have developed confidence in themselves thanks to the positive formulation of their capacities through rubrics. In spite of the progress in autonomy, the implementation time has been insufficient to develop all the capacities that integrate autonomous learning.