Using an Electronic European Language Portfolio (e-ELP) to Promote Learner Autonomy

The European Language Portfolio (ELP) was conceived of at the same time as the CEFR (COE, 2001). In addition to being a concrete tool to introduce students to the CEFR, the ELP encourages students to reflect on their language learning in relation to CEFR resources and become successful autonomous learners. While the paper-based version of the ELP is effective at promoting the metacognitive skills of planning, reflection, and assessment, Pérez-Cavana (2012) argues it is less effective at introducing and developing new metacognitive knowledge and skills outside of what students already know because of its rigid format. (Metacognitive knowledge refers to learners’ understanding of how they can best learn a language (Wenden, 1998 as cited in Murray 2009b)). Benefits of an e-ELP include its accessibility and flexible nature. The focus of this chapter is on examining the ways in which second-year Japanese university students who use an e-ELP collaboratively in class (i.e., with the teacher and other students) acquire the metacognitive knowledge and the metacognitive skills believed necessary to take control of their learning. The research design was developed and guided by the CARM model (Birch et al., 2021a). The first AR cycle was completed with 17 students in 2021, and the second cycle was undertaken with a class of 13 students in 2022. The instruments used to promote and monitor ways students learn autonomously include a language learning history activity (Murray, 2009b) to uncover how students have studied in the past, an ELP template for goal-setting, and a language learning journal to monitor progress during periods dedicated to autonomous learning. Interviews based on the Autonomous Learning Scale (Macaskill & Taylor, 2010) were conducted to examine tendencies concerning independence of learning and study habits, and revealed how effectively students used the goal-setting form and language learning journal and changes in the metacognitive knowledge and skills discussed in class.