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Students' Beliefs about Portfolio Evaluation and its Influence on Their Learning Outcomes to Develop EFL in a Spanish Context

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Title: Students' Beliefs about Portfolio Evaluation and its Influence on Their Learning Outcomes to Develop EFL in a Spanish Context
Language: English
Authors: Martinez-Lirola, Maria, Rubio, Fernando
Source: International Journal of English Studies. 2009 9(1):91-111.
Availability: University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
Peer Reviewed: Y
Page Count: 21
Publication Date: 2009
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Portfolios (Background Materials), Student Attitudes, Knowledge Level, Learning Motivation, Foreign Countries, Portfolio Assessment, English (Second Language), Second Language Learning, Second Language Instruction, Student Motivation, Educational Benefits, College Students, Outcomes of Education
Geographic Terms: Spain
ISSN: 1578-7044
Abstract: There is a significant world-wide apprehension concerning perceived deficiencies in university students' performance and a resulting decrease of knowledge level and competency development. This paper analyses the benefits of using a portfolio as a means of evaluating student progress and the beliefs from which students draw their learning and motivation, a key issue for the incorporation of former curricular elements into the European Space for Higher Education consolidation process. Two studies conducted at two universities in Spain to explore students' opinions of portfolio use surprisingly revealed that students found effort and daily work as the main beneficial aspects for their learning and motivation. Successful replication of this study in diverse contexts would imply that portfolio implementation can be a powerful instrument to empower students' motivation to learn. Other results related to portfolio use will also be discussed. (Contains 5 tables.)
Abstractor: As Provided
Number of References: 25
Entry Date: 2010
Accession Number: EJ878444
Database: ERIC
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  Data: Students' Beliefs about Portfolio Evaluation and its Influence on Their Learning Outcomes to Develop EFL in a Spanish Context
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  Data: <searchLink fieldCode="AR" term="%22Martinez-Lirola%2C+Maria%22">Martinez-Lirola, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Rubio%2C+Fernando%22">Rubio, Fernando</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+English+Studies%22"><i>International Journal of English Studies</i></searchLink>. 2009 9(1):91-111.
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  Data: University of Murcia. Department of English Philology Merced Campus, Calle Santo Cristo 1, Murcia 30071 Spain. Tel: +34-868-88-3406; Fax: +34-868-88-3409; e-mail: publicaciones@um.es; Web site: http://www.um.es/ijes
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Portfolios+%28Background+Materials%29%22">Portfolios (Background Materials)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 1578-7044
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  Label: Abstract
  Group: Ab
  Data: There is a significant world-wide apprehension concerning perceived deficiencies in university students' performance and a resulting decrease of knowledge level and competency development. This paper analyses the benefits of using a portfolio as a means of evaluating student progress and the beliefs from which students draw their learning and motivation, a key issue for the incorporation of former curricular elements into the European Space for Higher Education consolidation process. Two studies conducted at two universities in Spain to explore students' opinions of portfolio use surprisingly revealed that students found effort and daily work as the main beneficial aspects for their learning and motivation. Successful replication of this study in diverse contexts would imply that portfolio implementation can be a powerful instrument to empower students' motivation to learn. Other results related to portfolio use will also be discussed. (Contains 5 tables.)
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Portfolio Assessment
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Student Motivation
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      – SubjectFull: Educational Benefits
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      – SubjectFull: College Students
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Spain
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