INTRODUCTION
Rationale of the study
Recent complaints from teachers and students in higher education highlight significant flaws in traditional learning and assessment methods, which often reduce education to mere memorization of facts In Vietnamese universities, the prevalent reliance on written tests primarily evaluates rote learning rather than genuine understanding or the ability to apply knowledge practically As modern society and the job market increasingly demand graduates to possess higher-order cognitive skills—such as problem-solving, critical thinking, and effective communication—there is a noticeable disconnect between societal expectations and the offerings of the current educational system.
To effectively bridge the gap in university education, it is essential to equip learners with practical skills and realistic knowledge Continuous assessment is vital for measuring both progress and learning outcomes The primary goal of education should be to cultivate active and independent learners This can be achieved by encouraging students to take charge of their learning, develop personalized learning plans, seek additional resources, evaluate their progress, and collaborate with peers In this context, portfolios serve as an effective teaching and learning tool that fosters autonomy and engagement among students.
Since the early 1990s, portfolios have been effectively utilized in foreign language teaching, yielding promising outcomes In Vietnam, this approach has gained popularity among universities as it effectively integrates instruction and assessment Portfolios emphasize a range of language and learning skills beyond just specific language components However, their application has primarily been limited to English major students due to the significant time, effort, and higher-order cognitive skills required.
The researcher aims to conduct a study titled “Using Reading Portfolios as an Assessment and Learning Activity to Develop Learners’ Autonomy Among Freshmen at a College in Hanoi.” This research seeks to explore the effectiveness of reading portfolios in fostering independent learning skills in college freshmen.
Objectives of the study
This study investigates the implementation of reading portfolios and their impact on fostering learner autonomy among English-major freshmen at a college in Hanoi The goal is to develop a practical portfolio model and provide recommendations for enhancing English language teaching and learning Key research questions are addressed to guide this exploration.
1 What are the effects of reading portfolio on improving learners‟ autonomy?
2 What problems may emerge in the implementation process?
3 What are possible adjustments to tailor the common reading portfolio design and make it more suitable to English major freshmen?
Scope of the study
A reading portfolio serves multiple purposes, including assessing student performance, teaching specific language concepts, and fostering learner autonomy This study focuses on utilizing the reading portfolio primarily as a teaching and assessment tool to enhance students' awareness and development of autonomy in university education.
The study focuses on the implementation of reading portfolios for English major freshmen at Ha Tay Teacher Training College, involving a class of 30 students This approach aims to assess the effectiveness of reading portfolios as a learning and assessment tool to enhance learner autonomy The portfolios can be customized to fit specific teaching and learning contexts, with adjustments guided by pedagogical theories and the author's teaching experience.
Methods of the study
This action research study, conducted by the author as an EFL practitioner, explores the impact of a designed reading portfolio on learner autonomy By collecting both quantitative and qualitative data, the research aims to provide a comprehensive understanding of how the portfolio influences students' independence in their learning process.
To gather the necessary data, the study employs two research instruments: a survey questionnaire and portfolio analysis The survey includes three questionnaires—one pre-portfolio and two post-portfolio versions—designed to address three specific research questions Additionally, informal discussions between the teacher and students, mainly during breaks, provide qualitative insights into student feedback and suggestions However, these insights are subjective, reflecting only student opinions To enhance the validity of the research findings, the analysis of submitted reading portfolios is conducted from a pedagogical perspective, aiming to assess their effectiveness in fostering learner autonomy.
Design of the thesis
The study consists of three parts:
This part introduces the objectives, scope, and organization of the study
This is the main part of the study It is divided into four chapters
Theoretical background relevant to the topic and critical survey of related articles, books and other resources are presented
This chapter presents the detailed procedure of the study: the ESP course, population selection, and methodology for data collection and data analysis
This chapter presents the findings derived from the analysis of data collected through three questionnaires, student reflections, and reading portfolios.
Chapter 4: Major findings and suggestions for using reading portfolios
This chapter shows some major findings which lead to some suggestions for using reading portfolios
This chapter summarizes the main points discussed in the paper and some limitations of the study Besides, implication for English teacher and recommendations for further research are presented
LIST OF FIGURES, TABLES AND CHARTS
Table 1: The impact of teacher‟s immediate feedback
Table 2: Students‟ views on their self-assessment skills
Table 3: The role of reading portfolio as a learning and assessment Table 4: The role of reading portfolio in promoting the learners‟ autonomy
Chart 1 The students‟ motivation in studying English
Chart 2 The student‟s frequency of reading English
Chart 3 The students‟ self-studying materials in the reading skill
Chart 4 Reasons for difficulty in reading English texts
Chart 5 The students‟ knowledge of reading portfolios
Chart 6 Students‟ awareness of the importance of reading portfolios Chart 7 Students‟ general assessment of the reading portfolio contents Chart 8 Students‟ preferences for the benefits of reading portfolios in learners‟ autonomy
Chart 9 Students‟ most gained knowledge through reading portfolios Chart 10 Students‟ preferences for task requirements on the reading portfolios
Chart 11 Students' preferences for contents of the reading portfolios Chart 12 Students‟ difficulties in implementing the reading portfolio Chart 13 Students‟ suggestions to improve the reading portfolio contents
DEVELOPMENT
LITERATURE REVIEW
This study focuses on the effectiveness of reading portfolios as assessment and learning tools to enhance the autonomy of English major freshmen Three key concepts are defined: assessment, learners' autonomy, and reading portfolios The chapter reviews relevant theories and practical studies to ensure these terms are clearly understood and effectively applied to English major students.
1.1.1 Definitions of the concept of assessment
A thorough examination of specialized books, journals, seminal articles, conference papers, and recently defended theses was conducted to establish a comprehensive definition of assessment This review highlights various functions, forms, tools, and techniques available to educators, along with the diverse terminology and concepts associated with assessment To clarify these terms and related issues, a concise overview of the key concepts is provided below.
Assessment encompasses evaluation, measurement, and testing, often used interchangeably to collect information on student learning According to Mundrake (2000), these terms describe the outcomes of the educational process, with assessment being the overarching term that includes all aspects of evaluation and testing.
Assessment is a term that has gained diverse meanings in language testing and educational measurement, leading to a lack of consensus on its definition (Bachman, 2004) Brown (2004) describes assessment as the process of interpreting information regarding student performance, which can be gathered through various methods and practices.
Assessment is a critical component of the educational process, where instructors evaluate student achievements by gathering, measuring, analyzing, and interpreting relevant information about their performance This evaluation is conducted under controlled conditions and aligns with the curriculum objectives established for their educational level Various terms are often used interchangeably to describe this process.
Kratochvilova (2011) defines 4 main and basic functions of assessment
Kolar and Sikulova (2009) have however added several other functions
Effective self-assessment must embody four key attributes: it should be authentic and factual, providing a high informational value Additionally, it should motivate students while also being oriented towards recognizing and learning from mistakes.
Learner autonomy prioritizes the learner's role over that of the teacher, emphasizing the importance of the learning process rather than the final outcome It encourages individuals to establish personal learning goals and view education as a lifelong journey (Jacobs and Farrell, 2001) Teachers are tasked with fostering environments that promote self-directed learning, empowering students to take responsibility for their educational choices This concept emerged in language teaching during the late 1960s, with early autonomous language learning initiatives being implemented through the Council of Europe's Modern Languages Project in the 1970s.
Learner autonomy, as defined by Holec (1981), refers to the ability to take control of one’s own learning, a skill that must be developed rather than being innate This involves assuming responsibility for various learning decisions, including setting objectives, defining content, determining the progression of learning, selecting appropriate methods and techniques, monitoring the learning process, and evaluating the outcomes.
Autonomous learners are not merely students who take responsibility for their own education; rather, autonomous learning encompasses various factors It involves both the capacity and behavior of learners, highlighting their responsibility and control over the learning process.
There are some variations on the definition of learner autonomy For instance autonomy is the „capacity‟ (Little, 1991), and the „ability‟ or „skill (Holec, 1981)‟
Benson (2001) suggests that Little’s definition of self-directed learning complements Holec’s by clarifying the cognitive processes involved in effective self-management He advocates for the term "control" over learning, as it facilitates easier investigation into the concept.
„charge‟ or „responsibility‟ Others define autonomy in terms of what it entails or implies, „self-regulation‟ (Schunk & Zimmerman, 1998; Wenden, 2001) or
In language teaching and learning, autonomy is defined by three key principles outlined by Little (2007) First, learner involvement emphasizes the importance of engaging students in sharing responsibility for their learning process, addressing both affective and metacognitive dimensions Second, learner reflection encourages critical thinking as students plan, monitor, and evaluate their learning, which also pertains to metacognitive aspects Lastly, appropriate target language use advocates for employing the target language as the primary medium in language learning, integrating both communicative and metacognitive dimensions.
1.2.2 The roles of learners’ autonomy
Learner autonomy is a crucial element in enhancing educational progress Bonnet and Cuypers (2003, 2006) emphasize the importance of respecting the learner's own thinking within the educational framework.
Specially, Jiao (2005: 28) gives four substantial reasons in support of learner autonomy for English learning:
(i) It enhances the learner‟s motivation and leads to more effective learning;
(ii) It provides learners with more opportunities for English communication in a non-native environment;
(iii) It caters to the individual needs of learners at all levels; and
(iv) It has a lasting influence
Thanasoulas (2000) emphasizes that when learners believe that effective learning only occurs in a traditional classroom setting—where the teacher is the primary authority and students merely follow instructions—they may resist learner-centered strategies that promote autonomy This misconception can hinder their success in adopting more effective learning approaches.
Strongly believing in the importance of learners‟ autonomy in learning, Austin (2006) emphasizes:,
Encouraging learner autonomy is a gradual process that requires significant patience from both teachers and learners While it may sometimes feel challenging and lead to confusion, it is essential for educators to resist the urge to resort to overly directive teaching methods Instead, they should focus on providing opportunities that foster independence and self-directed learning in their students.
The earliest definition may belong to Paulson, Paulson and Meyer
A portfolio is a curated collection of student work that showcases their efforts, progress, and accomplishments across various subjects It involves student engagement in choosing the contents, establishing selection criteria, determining merit, and providing evidence of self-reflection.
METHODOLOGY
This chapter outlines the research methodology, detailing the course context, participant demographics, and modifications made to create an appropriate reading portfolio for the participants Additionally, it presents the instruments used for data collection and analysis.
This study was conducted from December 2017 to June 2018 in a class at a college in Hanoi Thirty students with only two male students, aged from
A study involving participants aged 19 to 34, primarily from rural areas, revealed that while they had studied English for over seven years, their proficiency remained low, as indicated by their entrance examination scores Their passive learning style contributed to a lack of effective reading skills, particularly with long and complex texts, leaving them nearly at a beginner level in reading comprehension upon entering college.
After one semester at this college, students experienced a gradual improvement in their language skills, including listening, speaking, reading, and writing By the end of the semester, they had developed essential reading skills such as identifying main ideas, extracting specific information, understanding reading structures, and summarizing content, with ample opportunities to practice these abilities.
Besides, the researcher plays the role of the teacher in this study She is qualified to be an English teacher and has four year experience in English language teaching
To gain insight into the participants' English learning backgrounds, it's essential to outline the overall time dedicated to English language instruction at my college, as well as the specific course context in which this study was conducted.
At the time of the research, students had just completed their first semester and were transitioning into the second The reading program for freshmen was designed to meet specific syllabus requirements, with a primary goal of achieving a proficiency level equivalent to the Preliminary English Test (PET) by the end of the 15-week semester PET, part of Cambridge ESOL's "Main Suite" examinations, is classified as low-intermediate, aligning with the B1 level of the Common European Framework of Reference.
The freshman reading syllabus includes a weekly 90-minute lesson over 15 weeks, totaling approximately 22.5 hours of classroom reading This amount is insufficient for students to achieve the targeted PET level To improve their reading proficiency and comprehension, students must engage in extensive reading beyond classroom activities Consequently, a supplementary program is essential to enhance and motivate students' reading efforts.
The primary textbooks for first-year English majors at my college are Active Skills for Reading Book 1 and Book 2, designed to enhance and develop students' reading skills Book 1 is utilized during the first semester, while Book 2 is employed in the second semester, providing a structured approach to reading proficiency for learners.
Active Skill for Reading Book 1 comprises thirteen units designed to introduce essential reading skills, including predicting text, identifying main ideas, recognizing titles and paragraph topics, understanding reading structure, comprehending explicitly stated information, and enhancing reading comprehension The reading materials cover relatable themes such as student life, food, inventions, money, language and communication, festivals, and human achievements, including the Olympics The primary objective is to enable students to practice the reading skills they've acquired while providing valuable information to improve their linguistic competence and background knowledge.
Active Skill for Reading Book 2 consists of thirteen units designed to enhance students' reading abilities developed in the first semester This book introduces two advanced reading skills while presenting more complex texts The comprehension questions that follow each reading not only assess understanding but also enrich students' knowledge of the world and familiarize them with intricate language structures and vocabulary.
The Active Skill for Reading Book 1 course focuses on five key reading skills designed to enhance comprehension and engagement.
The course focuses on five essential reading skills for three key reasons: they are widely recognized as fundamental abilities in reading, they often pose challenges for students—particularly in understanding vocabulary through context and making inferences—and they are critical skills that readers typically need to cultivate for effective comprehension (Alderson, 2000, p.1).
2.3 Using reading portfolios as assessment tool in the college
In this study, the teacher implemented reading portfolio assessment procedures adapted from the frameworks of Johnson, Mins-Cox, and Doyle-Nichols (2009) as well as Delett, Barnardt, and Kevorkian (2001) The detailed steps of these procedures are outlined below.
Step 1: Planning the reading portfolio
The initial step in creating a successful reading portfolio project is critical, involving four key sub-steps: defining the purpose, outlining the content of the portfolio, establishing assessment criteria, and planning classroom procedures.
The initial step of this project focused on establishing a clear purpose, aimed at enhancing five essential reading skills among students: identifying main ideas, locating specific information, summarizing content, understanding vocabulary in context, and making inferences Additionally, the initiative sought to foster self-assessment, independent study, and active learning By engaging in material discovery, students were anticipated to improve their research skills effectively.
The second step involved defining the contents of the reading portfolio (refer to Appendix 1), focusing on what to include and how to structure the information The portfolio comprised five entries that targeted specific reading skills for the second semester, with each entry designed to encapsulate essential elements of the learning objectives.
(i) One sample of text chosen by students
(ii) Lists of new-words and idioms, phrase verbs that found out by students
(iv) Teacher‟s assessment and feedback
A students‟ final feedback indicating their reactions towards the whole reading portfolio project and advantages and disadvantages of reading portfolio assessment was attached in the final students‟ reflection
Step 2: Introducing the reading portfolio to the learners
DATA ANALYSIS
This section outlines the analysis of data gathered from survey questionnaires administered to 30 freshmen majoring in English at a college, along with a summary of their final feedback reflections at the conclusion of the project.
3.1 Data analysis of the students’ survey questionnaire before the reading portfolio process
The pre-portfolio questionnaire is designed to assess participants' backgrounds, needs, and wants, serving as a basis for evaluating their reading portfolio and improvement This information enables a comparison that leads to conclusions about the reading portfolio's appropriateness and effectiveness.
Among interesting facts about thirty participants identified through this questionnaire, the most prominent ones can be described as follows:
3.1.1 Students’ motivation in studying English
A significant 90% of students recognize the importance of English, with nearly all having clear learning objectives that range from passing exams to preparing for future careers This positive attitude is beneficial for the teaching and learning process, as motivated learners tend to put in more effort However, students often undervalue reading skills, ranking them lower than speaking and listening despite acknowledging its difficulty; 26% find reading very challenging, while almost three-quarters consider it difficult Therefore, it is essential for educators to enhance students' awareness of the critical role of reading and to provide guidance on effective reading strategies.
Chart 1 The students’ motivation in studying English
The significance of studying English is evident, as 100% of surveyed students acknowledge its role in achieving successful communication and securing high-paying jobs Additionally, 60% of students aim for high scores in their English subjects, while 30% pursue English to fulfill personal interests However, the data suggests that many students may not take full responsibility for their learning, highlighting the urgent need for teachers to reform their instructional methods.
A significant 92% of participants have studied English for years as a mandatory subject in school, suggesting they have developed a substantial vocabulary and understanding of English structure Additionally, reading is emphasized as the primary skill taught during secondary and high school, indicating that the participants' reading abilities are likely to be quite proficient.
A significant 42% of participants invest additional time, effort, and money into extra classes to enhance their English proficiency, yet these courses primarily emphasize grammar rather than practical skills Alarmingly, only 28% of respondents reported that reading skills were part of their extra classes Furthermore, nearly 75% of students exhibit a low frequency of reading English texts, highlighting a concerning trend in English literacy The accompanying chart provides a detailed illustration of these findings.
Chart 2 The student’s frequency of reading English
To enhance reading skills, many participants report dedicating time outside of class due to the limited weekly reading lessons According to the data, only 10% of students frequently engage with English materials, while six out of thirty students practice reading at home regularly A significant 63% of students indicate they rarely read English texts after class, and concerningly, 7% do not take any steps to improve their reading abilities This highlights the need for educators to adopt more effective teaching strategies and promote self-directed learning among students.
Chart 3 The students’ self-studying materials in the reading skill
The chart indicates that the majority of students engage in reading skills primarily through their course books, viewing it as a necessary part of their studies rather than an additional effort Additionally, entertainment texts accessed online, including advertisements and chat messages, are also popular among students, comprising 50% of their reading material However, there is a notable lack of interest in reading news articles in English, with only 4 students participating in this activity.
A recent study involving 30 students revealed that only 10% (3 students) engaged with English books on specific subjects Factors such as content difficulty and personal interest likely influence students' reading choices The tendency to prefer easy, entertaining texts may lead to negative outcomes, including slow reading speed and a limited vocabulary Consequently, it is not surprising that the majority of participants reported finding reading challenging.
Chart 4 Reasons for difficulty in reading English texts
The chart highlights the challenges faced by participants in reading English texts, identifying both subjective and objective factors The primary reasons include the presence of numerous new words, phrases, and idioms in the texts (80%) and a lack of effective reading strategies among learners (75%) This issue is particularly pronounced for freshmen English majors, who often lack proper training to navigate complex academic terminology Additional contributing factors include difficult content (50%), unengaging topics (35%), and slow reading speed (40%).
3.1.3 Students’ knowledge of reading portfolios
Chart 5 The students’ knowledge of reading portfolios
A survey revealed that 63.3% of students are unfamiliar with reading portfolios, while 36.7% have heard the term and have used it in writing However, none of the students could provide a clear explanation of what a reading portfolio is, indicating confusion between reading and writing portfolios.
In summary, the background of participants reveals that while the reading portfolio presents both opportunities and challenges, its effectiveness is maximized when learners have a solid foundation in English and clear learning objectives However, reading skills often receive insufficient attention, leading to limited vocabulary and ineffective reading strategies Therefore, teachers must emphasize the importance of reading skills to enhance vocabulary acquisition and reading speed Additionally, participants generally lack a clear understanding of the reading portfolio as a teaching tool, necessitating careful guidance from educators on its composition For those inexperienced in creating reading portfolios, a collection that includes simple reflection tasks is the most suitable approach.
3.2 Data analysis of the students’ survey questionnaire after the reading portfolio process
3.2.1 Students’ attitudes towards the reading portfolios
According to Chart 6, 50% of participants recognize the significance of reading portfolios in improving their language proficiency and fostering autonomy Notably, 23% of respondents emphasize the crucial role of reading portfolios in supporting their lifelong learning journey Conversely, some participants do not value the impact of portfolios on enhancing their reading skills, possibly due to a lack of interest or alignment with their personal preferences and language needs.
Chart 6 Students’ awareness of the importance of reading portfolios
Chart 7 Students’ general assessment of the reading portfolio contents
According to Chart 7, 40% of students find the reading portfolio contents useful, while 17% find them interesting Many students believe that these portfolios enhance their vocabulary and grammar skills However, 37% of participants find the contents challenging due to unfamiliar vocabulary, phrases, and idioms Only 3% feel that the tasks are easy, and another 3% express boredom with the portfolio contents.
Chart 8 Students’ preferences for the benefits of reading portfolios in learners’ autonomy
Chart 8 illustrates students‟ preferences for the advantages reading portfolios bring to their autonomy It is clearly seen from the chart above that the biggest proportion of the participants, which accounts 87%, believe implementing the portfolios help them build the habit of practicing reading frequently Specifically, most of them share that they often spend appropriate time doing reading articles, newspapers, story, novel, etc at least twice a week They also suggest their teacher to provide them with more useful and reliable source of materials; therefore, they are able to keep practicing at home More than two third of the informants agree that improving autonomy in learning English is another benefit of the application of portfolios The majority of the students (75%) state that they are also able to apply reading portfolios in developing other language skills like writing, speaking and listening It is considered as an assessment tool for learners‟ effort in learning and a half of the participants (50%) show the interest and curiosity in this a new assessment tool Indeed, all of the reading contents are related to the topics in students‟ course book Hence, with the language inputs provided by teacher in advance, students have the opportunity to test their outcomes Additionally, a large quantity of them (33,4%) confirms that doing the reading portfolios enhances their approach to a new teaching and learning method that make them to feel interesting, flexible in learning
Chart 9 Students’ most gained knowledge through reading portfolios
MAJOR FINDINGS AND SUGGESTIONS
This chapter gives the findings of the study and pedagogical suggestions for both teacher and students to apply reading portfolio in learning and teaching
In the light of the above data analysis, the findings of the study aiming at giving to the research questions can be drawn out as follows:
4.1.1 Students’ previous motivation and learning experiences in learning as well as in the use of reading portfolios
The questionnaire results revealed that most students were largely inactive in their learning, lacking the habit of reading English outside the classroom They primarily engaged with course materials only as required by their teachers, focusing on fulfilling school requirements and securing future job prospects rather than pursuing their interests This lack of active learning resulted in many students being unfamiliar with reading portfolios and their applications Additionally, the reading activities conducted in class were ineffective in fostering student motivation and promoting autonomy in their learning process.
4.1.2 Students’ attitudes towards the effects of the reading portfolio activity
Initially, students were unfamiliar with the concept and usage of a reading portfolio However, as they engaged in the compilation process, they began to appreciate the activity While some expressed concerns about the time commitment required, this was seen as a drawback of the reading portfolio Overall, students developed a clear understanding of how to create the portfolio and, importantly, many held a positive attitude towards the reading activity due to the numerous benefits it offered.
The reading portfolio significantly boosts students' self-study awareness and responsibility for their learning By encouraging regular reading of news articles and stories, students develop the habit of exploring diverse reading materials They actively engage with new vocabulary, phrases, and idioms while summarizing their readings, which enhances their comprehension skills Ultimately, reading portfolios prove invaluable for home learning and self-study, fostering a greater willingness among students to pursue knowledge independently.
The implementation of reading portfolios has significantly enhanced students' reading skills through consistent practice with diverse materials By engaging with multiple texts and articles, students select the most relevant ones based on specific topics, which not only improves their comprehension but also introduces them to new vocabulary, phrases, and idioms, thereby expanding their linguistic repertoire.
Reading portfolios provide students with the freedom to explore their interests and abilities, fostering a personalized learning experience Additionally, creating a reading portfolio enables students to effectively track and monitor their learning goals.
4.1.3 Students’ difficulties in implementing the reading portfolios
The new reading activity highlights several challenges faced by students Many feel that creating a reading portfolio is time-consuming, as it requires them to gather appropriate texts for specific topics Additionally, students must read these materials to identify new vocabulary, phrases, and idioms, which can be daunting Some find sourcing materials for the portfolio to be a significant challenge, while others consider the extra costs associated with acquiring these resources to be burdensome Furthermore, writing concise summaries of the texts proves to be difficult for many students.
4.1.4 Students’ suggestions to improve the self- learning portfolio
To enhance the quality of self-learning portfolios, it is essential to design engaging and diverse content that aligns with students' interests and current topics Clear guidelines from teachers are crucial for effective portfolio implementation, while providing students with reliable resources and useful websites can further support their learning Additionally, raising awareness about the significance of self-study among students is vital for fostering a more productive learning experience.
4.2 Suggestions for applying the reading portfolio
Based on the foregoing findings from the research on the reading portfolio to develop the learners‟ autonomy, some suggestions are put forward for the teachers and students as follows:
To ensure effective learning, teachers must clearly present the objectives, plans, content, and assessment criteria for reading portfolios at the start of the course, ideally including a sample portfolio This introduction is crucial, as misunderstandings about the portfolio's purpose can lead to poor performance Additionally, the content selected for the reading portfolios should be purposeful, meaningful, and aligned with students' interests and language proficiency levels Engaging in discussions with students about appropriate content for their reading portfolios is recommended for teachers to design effective materials.
The study reveals that while students recognize the benefits of portfolio assessment in language classes, they perceive it as time-consuming and costly To alleviate these concerns, teachers should guide students in creating an efficient plan for compiling their portfolios With proper guidance, students can streamline the process and reduce the time spent on it Additionally, working in small groups allows students to collaborate on reading exercises, sharing the workload effectively Although there are costs associated with printing materials, teachers can encourage the submission of portfolios via email, utilizing free internet access in libraries as a convenient and efficient alternative.
Teachers must emphasize the significance of self-study to their students, as many currently adopt a passive learning approach, relying heavily on their instructors for guidance and task assignments It is essential for students to understand that they play the most vital role in their own success, rather than depending solely on teachers or external influences.
Teachers must consider students' feelings, motivation, and attitudes towards portfolio reading activities By doing so, they can effectively guide students in recognizing the significance of enhancing their reading skills.
Many students find the concept of a reading portfolio to be unfamiliar and challenging, particularly in sourcing appropriate materials To address these difficulties, it is essential for teachers to act as guides and facilitators who are attuned to their students' needs By recommending valuable websites and resources, educators can significantly simplify the process of gathering materials for reading portfolios, making it a more effective and manageable task for students.
Teachers should offer comprehensive feedback on student portfolios that goes beyond mere grades Ideally, they should write a detailed letter highlighting the strengths and weaknesses of the portfolio, which helps create a profile of the student's abilities This approach fosters students' confidence in their work and encourages them to continue developing their reading portfolios in the future.
Active participation in creating the reading portfolio is essential for project success, as it requires significant time and effort to navigate and overcome challenges Engaging students in this process will enhance their commitment and contribute to the portfolio's overall quality.
What‟s more, the students should self- study and self- discover to widen their knowledge because the project is conducted successfully only when the students obtain certain language competence
Finally, most of the work is done outside the class, so it is likely that some students could ask more competent students for help
This chapter highlights the key findings and recommendations for implementing reading portfolios to enhance self-study among students in the Foreign Language Department at Ha Tay Teacher Training College.