The ELP through Time: Background Motivation, Growing Experience, Current Beliefs

Autor/inn/en	Argondizzo, Carmen; Sasso, Maria I.
Titel	The ELP through Time: Background Motivation, Growing Experience, Current Beliefs
Quelle	In: Language Learning in Higher Education, 6 (2016) 2, S.377-395 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2016-0019
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; Control Groups; Learning Motivation; Cognitive Style; Personal Autonomy; Reflection; Intellectual Disciplines; Guidelines; Portfolios (Background Materials); Student Attitudes; College Students; Language Usage; Experimental Groups; Guides; Independent Study; Student Surveys; Languages for Special Purposes; Italy; Europe + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Cognitive styles; Kognitiver Stil; Individuelle Autonomie; Geisteswissenschaften; Richtlinien; Schülerverhalten; Collegestudent; Sprachgebrauch; Handbuch; Leitfaden; Selbststudium; Schülerbefragung; Sprachhandlungsfähigkeit; Italien; Europa
Abstract	This article offers an overview of research strategies currently in use at the Language Centre of the University of Calabria and aimed at observing university students' learning habits when they are asked to use the European Language Portfolio during language courses. We present evidence of how experimental groups of students belonging to different fields of study (e. g. business administration, engineering, humanities, natural sciences, social-political science) interact with the ELP toolkit. Variables are considered such as students' motivation and learning styles, which may be affected by different approaches to study in different academic disciplines. We hypothesize that the experimental groups will outperform the control group, made up of students who will not be using the ELP. The global objective of the research stems from the research team's belief that the ELP offers strong and effective support when teachers wish to encourage language learners to develop reflective learning and participative autonomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01