Can Metalinguistic Awareness be invited? An Empirical Study
of EFL Portfolio-Combined Conversation Course
Li, Chia-Yi 李嘉宜 Chen, I-Chen陳怡
真
allison@mail.stut.edu.tw
jennychen@mail.stut.edu.tw
Department of Applied English Southern Taiwan University of Technology
Abstract
Since the standardized spoken tests labeling the scores on the “final performance” provide little information about learners? metalinguistic development, learner?s progress over time and classroom interaction are hardly considered. Delett, Barnhart & Kevorkain (2001) proposed the benefits of the literacy portfolio because this alternative assessment offers an integrative perspective of learning process and a collection of literacy achievement, taking the cognitive, social, academic context into account. Through portfolio assessment, language can be assessed as medium for communication and cognition. Nevertheless, still little to know that portfolio assessment may match the needs of EFL conversation classroom.
This experiment was significant in developing a better understanding of EFL technology university learners? perceptions and attitude toward portfolio assessment and traditional tests respectively. Two groups of learners participated in the four-month-long case study. The findings showed that the portfolio (experimented) group had a feeling of growing awareness, higher interests and controlling progress. However, more than 65% of them failed to fulfill “portfolios helped self-monitor errors” partially because of the limited linguistic knowledge. On the contrary, non-portfolio (controlled) group expressed that traditional assessment led both oral communication courses to be less motivating and conversational activities to be less diverse. And, they had great concern with teacher?s error correction and scoring system.
1
The possible suggestions for theory and practice are provided. Keywords: portfolio assessment, metalinguistic awareness,
autonomy, authenticity, oral communication. 1. A New Vision
1.1 Call for an Alternative Approach
With regard to mastering oral communication, business students used to show the desire to pursue knowledge and the stronger commitment to learning. The mental awareness of business-majored students often affects the ways they interact with others. Not only cannot traditional testing satisfy the needs for assessing the achievement of more process-oriented learning, it is also unable to measure the dynamics of business majors. Since such standardized spoken tests (e.g. interview, etc.) labeling the scores on the “final performance” provide little information about metalinguistic development, they hardly record learner?s progress over time and consider classroom interactions. In addition, traditional assessment rises up learning anxiety and fails to reflect learners? daily efforts. As a result, portfolio approach appears well for collaboration between students and teacher. It is viewed as a tap in the cognitive process of EFL students through learners? perspectives of learning.
There has been a call for more attention to a better assessment
2
approach to measure learner?s progress. Portfolio is a means for recording experiences, reflections, and thoughts. This approach can help EFL learners actively participate in assessing their own work and keep track of their individual progress. Delett, Barnhart, and Kevorkain (2001) proposed that “Portfolios provide a portrait of what students know and what they can do, offer a multidimensional perspective of student progress over time, encourage student self-reflection and participation, and link instruction and assessment.” In fact, portfolio assessment has been implemented in L1 settings in these decades, more research is still needed in the EFL classrooms. In Taiwan, the portfolio assessment has been practiced in writing classroom, centered on correction or feedback (Chen, 1999; Hsieh, 2000). However, this study would investigate Taiwanese EFL college students? speaking experiences and reflection. Moreover, this study assumed that the interaction was essential of the portfolio process in which language, cognition, autonomy might influence EFL learners? acceptance or rejection of the portfolio oral proficiency. 1.2 The Significance of the Study
3
To give a clear picture of language growth of EFL students, this portfolio assessment was limited to oral communication course. The major significance of this study was:
a. A record of student’s progress and self-assessment
It is believed that the recording system can develop learners?
abilities to review, reflect, and set goals for oral communication. According to Fisher (1991, p.1), portfolio must contribute to personal development “by enhancing self-esteem, developing self-awareness, improving motivation”. For intermediate-level EFL learners, recording the processes assists recognizing achievement of in and out of school, give an evidence of individual social, cultural, cognitive achievement.
b. Promoting metalinguistic awareness
Along with stimulating self-reflection, which can examine
strength and weakness, there has been a growing awareness of the use of comprehensible output. Lylis (1993) believed that effective learners made connections between reading, writing, and language learning. The more autonomous learners develop, the more effective feedback they could provide. It was believed that those independent
4
speakers could articulate their understanding and express how they solve speaking/listening problems.
c. Language use as meaning-constructed behavior in real-life context
Moreover, portfolios establish a dynamic partnership engaging
students, teacher, and society. Classroom interaction in touch with real-life language develops effective skills and strategies because of participating in language use for authentic purposes. In the portfolio process, language tasks give opportunities for production and students are encouraged to achieve a particular communicative goal (Swain, 1985; Willis, 1996; Guarento and Morley, 2001). 1.3 Research Questions
Based on the background and assumption above, the researcher conducted the study on the implementation of portfolio in EFL context. The research questions aimed to investigate:
1.) Students? self-reflection and metalinguistic experiences. 2.) Students? attitude toward English learning in a
portfolio-combined course.
3.) The prospected students? benefits from portfolio assessment.
5