Introducing a Language Portfolio to Motivate High School Students
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The European Language Portfolio is one of the most innovative tools developed by the Council of Europe to implement its policies aimed at promoting plurilingualism and pluriculturalism. Based on the latest developments in metacognitive strategies for learning, it provides useful assistance to language teaching and learning. This article analyses the introduction of a language portfolio into two secondary school first forms, as part of a teaching practice experience in a vocational school. Focusing on the phase of self- assessment and its impact on motivation to learn, it explores possible ways to introduce students who are not used to reflecting on their learning to metacognition. Bibliography Bachman, L.F. and Palmer, A.S. 1989. The construct validation of self-ratings of communicative language ability . Language Testing 6/2: 14-25. Blue, G. 1994. Self-assessment of foreign language skills: Does it work? CLE Working Papers 3: 18-35. Brindley, G. 2001. Assessment. In R. Carter and D. Nunan (eds.) Teaching English to Speakers of Other Languages . Cambridge: Cambridge University Press. Pages: 137-143. Dickinson, L. 1987. Self-Instruction in Language Learning . Cambridge: Cambridge University Press. Dornyei, Z. 2001. Motivational Strategies in the Language Classroom . Cambridge: Cambridge University Press. Heron, J. 1988. Assessment revisited. In D. Boud (ed.) Developing Student Autonomy in Learning . New York: Kogan. Pages: 77-90. Mariani, L. and Tomai, P. 2004. Il portfolio delle lingue. Metodologie, proposte, esperienze . Roma: Carocci editore. Oscarson, M. 1997. Self-assessment of foreign and second language proficiency. In C. Clapham and D. Corson (eds.) Encyclopedia of Language and Education, Vol. 7: Language Testing and Assessment . Dordrecht: Kluwer Academic. Pages: 175-187. Ready-Morfitt, D. 1991. The role and limitations of self-assessment in testing and research . Unpublished manuscript, Second Language Institute, University of Ottawa. Ross, S. 1998. Self-assessment in language testing. A meta-analysis and analysis of experiential factors . Language Testing 15/1: 1-20. Council of Europe. 2000. European Language Portfolio (ELP): Principles and Guidelines . Downloaded from the website www.coe.int/portfolio on 21/04/05. Language Policy Division. 2004. European Language Portfolio (ELP). Principles and Guidelines with added explanatory notes (version 1.0) . Downloaded from the website www.coe.int/portfolio on 21/04/05. Little, D. and Perclova, R. 2001. The European Language Portfolio: a guide for teachers and teacher trainers . Downloaded from the website www.coe.int/portfolio on 21/04/05. Oxford, R. 1989. The Role of Styles and Strategies in Second Language Learning . Eric Digest. Downloaded from the web address http://www.ericdigests.org/pre-9214/styles.htm on 22/04/05. Oxford, R. 1994. Language Learning Strategies: An Update . Downloaded from the web address http://www.cal.org/resources/digest/oxford01.html on 22/04/05. Peirce, W. 2003. Metacognition: Study Strategies, Monitoring, and Motivation . Downloaded from the web address http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm on 13/04/05.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it