Students Who Used Elp Had Become More Autonomous And Aware Of Their Learning Process

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This positive Discount Shoes attitude was also shown in the open-ended questions. Students felt that, by self-assessing their linguistic competence, they had been able to become aware of their strengths and weaknesses and therefore to set learning objectives and plan ahead realistically.

They also understood that language learning was a life-long process and that therefore they should take responsibility for it and use a variety of learning strategies, both inside and outside the class. Some students who had no official certificates but had some interesting intercultural experiences particularly liked the chance to be able to record those, which they felt gained official value after being recorded in a European document.

The only question that did not get so many positive responses within the Wholesale Shoes yes/no group ...
... had to do more with the reporting function than with the pedagogic one: only 61 per cent of the students found it useful to self-assess j their progress and proficiency in languages. This was also shown in the open-ended questions, where students complained both about the difficulties found in the self-assessment process and about its practicality.

Even though they self-assessed their competence, they still needed to pass their official exams at the school and they felt that for the working world, the ELP was not practical enough: they could not really take a portfolio to a job interview.

As to the self-assessment process itself, Kohonen (2004: 39) has written about the 'paradoxical nature of the task that we ask students to undertake' when inviting them to assess their linguistic accuracy since in order to perform that task correctly the students should possess the same degree of linguistic knowledge we are asking them to assess.

However, when the students assessed their competence using the CEF levels and the ELP checklists, a majority described it quite accurately, according to the teachers' responses. There is probably a lesson to be learnt here: communicative proficiency (as expressed in a functional 'can do' format) seems to be easier to assess than linguistic proficiency.

It seems more instinctive and it has the additional value of stressing the real learning objectives.

The students also complained about the bulkiness of the format (a rather heavy ring binder) and the density of the ELP: some of the forms (particularly in the Biography) were repetitive and redundant and the students found it very time consuming to fill in all the forms. The teachers' responses were very positive on the whole: they felt that the students who used the ELP had become more autonomous and more aware of their learning process.

They had understood, some of them for the first time, that language learning was an action-oriented process, as described in the CEF (9), and that therefore grammar structures and vocabulary were important, but only as a means towards communication.