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Fostering strategic, self-regulated learning: the case for a “soft” ELP

Perez Cavana, Maria-Luisa (2012). Fostering strategic, self-regulated learning: the case for a “soft” ELP. In: Kűhn, Bärbel and Perez-Cavana, Maria eds. Perspectives from the European Language Portfolio: Learner Autonomy and Self-Assessment. Oxford, UK: Routledge.

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The European Language Portfolio (ELP) has two main functions: a reporting and a pedagogical function. Although a significant number of studies and pilots have focused on the pedagogical component of the ELP, there are still important aspects of the pedagogical function that have not been fully researched yet, such as the fundamental objective of the ELP which is “learning how to learn”.
This chapter outlines how this pedagogical function can be developed in the future. Drawing on the pedagogical principles of the ELP and Common European Framework of Reference (CEFR) it explores the possibility of taking advantage of the ELP’s potential as metacognitive tool, in particular through the integration of explicit language learning strategy instruction. Central to this development are the features and added value which an electronic, “soft” Portfolio provides.
The chapter argues that the development of both metacognitive and strategic functions of the ELP and their integration with the other parts of the portfolio through the connectivity of a digital medium, would significantly enhance the pedagogical function of the portfolio and foster self-regulated learning.

Item Type: Book Section
Copyright Holders: 2012 Routledge
ISBN: 0-415-67554-5, 978-0-415-67554-3
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics
Faculty of Wellbeing, Education and Language Studies (WELS)
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Language & Literacies
Item ID: 31533
Depositing User: Maria Pérez Cavana
Date Deposited: 02 Feb 2012 16:04
Last Modified: 05 Oct 2016 00:06
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