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Sustainable language learning and ePortfolio application

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Bibliographic Details
Title: Sustainable language learning and ePortfolio application
Authors: Polyakova, Oksana
Contributors: Departamento de Lingüística Aplicada, Escuela Técnica Superior de Ingeniería Industrial, Grupo de Análisis de las Lenguas de Especialidad (GALE), Repositorio Institucional de la Universitat Politècnica de València Riunet
Source: RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Universitat Politècnica de València (UPV)
Publisher Information: Walter de Gruyter GmbH, 2024.
Publication Year: 2024
Subject Terms: 08.- Fomentar el crecimiento económico sostenido, inclusivo y sostenible, el empleo pleno y productivo, y el trabajo decente para todos, Sustainable competence-based education, 4. Education, English for specific purposes, 0602 languages and literature, 05 social sciences, Professional identity, EPortfolio, 04.- Garantizar una educación de calidad inclusiva y equitativa, y promover las oportunidades de aprendizaje permanente para todos, 06 humanities and the arts, 0503 education, Engineering education, FILOLOGIA INGLESA
Description: Adapting engineering education to a sustainable ESP (English for Special Purposes) training and competence-based education requires dedicated effort. Although active learning methodologies are commonly utilised in Higher Education institutions, there remains a need for enhanced curricular coordination and coherence. To address this, we are investigating the latest syllabus updates by introducing and verifying a valuable and student-friendly tool – an electronic portfolio in English. We view the ePortfolio as a comprehensive platform to facilitate students’ academic and professional growth, as well as their development of competences. This quasi-experimental study utilised a pre-/post-training trial design and nonrandomised control group to investigate the implementation of ePortfolios. During the diagnostic assessment, the first questionnaire allowed students to express their ideas regarding their competences, portfolio understanding, ESP and professional growth. The second was used to determine the undergraduates’ learning outcomes and perceptions after three months of training. There was a significant increase in learners’ support of several types of transversal competences, whereas some other competences appeared to be declining. This indicates that the ePortfolio tool stimulated a fresh process of self-reflection among the students. Our research focuses on examining the creation of the ePortfolio in the context of an ESP course to integrate technical students’ reflections on capacity building and advanced professional development in English.
Document Type: Article
File Description: application/pdf
Language: English
ISSN: 2191-6128
2191-611X
DOI: 10.1515/cercles-2023-0022
Access URL: https://riunet.upv.es/handle/10251/204510
https://hdl.handle.net/10251/204510
https://doi.org/10.1515/cercles-2023-0022
Rights: URL: http://rightsstatements.org/vocab/InC/1.0/
Accession Number: edsair.doi.dedup.....d919fb8d1cf86d0e922acec2ea7f3512
Database: OpenAIRE
Description
Abstract:Adapting engineering education to a sustainable ESP (English for Special Purposes) training and competence-based education requires dedicated effort. Although active learning methodologies are commonly utilised in Higher Education institutions, there remains a need for enhanced curricular coordination and coherence. To address this, we are investigating the latest syllabus updates by introducing and verifying a valuable and student-friendly tool – an electronic portfolio in English. We view the ePortfolio as a comprehensive platform to facilitate students’ academic and professional growth, as well as their development of competences. This quasi-experimental study utilised a pre-/post-training trial design and nonrandomised control group to investigate the implementation of ePortfolios. During the diagnostic assessment, the first questionnaire allowed students to express their ideas regarding their competences, portfolio understanding, ESP and professional growth. The second was used to determine the undergraduates’ learning outcomes and perceptions after three months of training. There was a significant increase in learners’ support of several types of transversal competences, whereas some other competences appeared to be declining. This indicates that the ePortfolio tool stimulated a fresh process of self-reflection among the students. Our research focuses on examining the creation of the ePortfolio in the context of an ESP course to integrate technical students’ reflections on capacity building and advanced professional development in English.
ISSN:21916128
2191611X
DOI:10.1515/cercles-2023-0022