INTRODUCTION
Rationale of the study
Recent complaints from teachers and learners in higher education highlight significant shortcomings in traditional learning and testing methods, which often reduce education to mere memorization of facts In Vietnamese universities, the predominant reliance on written tests fails to evaluate students' true understanding or their ability to apply knowledge in practical situations As modern society and the job market increasingly demand higher-order cognitive skills—such as problem-solving, critical thinking, and effective communication—there is a noticeable gap between these societal requirements 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 Ongoing assessments are crucial for measuring both student efforts and learning outcomes The primary goal should be to train students to become active and independent learners This can be achieved by encouraging them to take responsibility for their own learning, design personalized learning plans, seek additional resources, evaluate their progress, and collaborate with peers In this context, portfolios serve as valuable teaching and learning tools that foster autonomy and engagement among students.
Since the early 1990s, portfolios have been effectively utilized in foreign language education, demonstrating promising outcomes In Vietnam, this approach has gained popularity among universities as it integrates instruction and assessment, emphasizing a range of language and learning skills beyond just specific language items However, the use of portfolios has predominantly been limited to English major students due to the significant time, effort, and higher-order cognitive skills required for their implementation.
The researcher aims to conduct a study titled “Using Reading Portfolios as an Assessment and Learning Activity to Develop Learner 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 students.
Objectives of the study
This study investigates the implementation of a reading portfolio and its effects 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 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 In this study, the reading portfolio is primarily utilized as a teaching and assessment tool aimed at enhancing students' awareness and development of autonomy in their university education.
The study investigates the effectiveness of using reading portfolios as a learning and assessment tool to enhance learner autonomy among 30 English-major freshmen at Ha Tay Teacher Training College This approach has gained popularity in recent educational practices, and the portfolios can be tailored to fit specific teaching and learning contexts Adjustments to the portfolios are informed by pedagogical theories from specialists and the author's teaching experience.
Methods of the study
The study employs action research conducted by the author, who is actively engaged in EFL teaching, to explore 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 the portfolio's effects on students' independent learning.
To collect the desired data, two research instruments were utilized: a survey questionnaire and portfolio analysis The survey included three questionnaires—one pre-portfolio and two post-portfolio versions—designed to address three specific research questions Additionally, teacher notes and informal conversations between students and the teacher, primarily during breaks, provided valuable insights into student feedback and suggestions However, these reflections represent subjective student opinions To enhance the validity of the research findings, the submitted reading portfolios were analyzed from a pedagogical perspective 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, students' reflections, and their 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 both an assessment and learning tool to enhance the autonomy of English major freshmen It clearly defines three key concepts: assessment, learner autonomy, and reading portfolios The chapter is dedicated to reviewing relevant theories and practical studies, ensuring these terms are understood accurately and applied effectively for English major learners.
1.1.1 Definitions of the concept of assessment
A thorough review of specialized books, journals, seminal articles, conference papers, and recently defended theses was conducted to establish a comprehensive definition of assessment This analysis highlights various functions, forms, tools, and techniques available to educators, alongside a multitude of terms and concepts related to assessment To clarify these ideas and address relevant issues discussed earlier, a concise overview of the key concepts is provided below.
Assessment encompasses terms such as evaluation, measurement, and testing, which are 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 for all evaluation and testing aspects.
Assessment is a term that encompasses various meanings in the fields of language testing and educational measurement, leading to a lack of consensus on its precise definition (Bachman, 2004) According to Brown (2004), assessment involves interpreting information regarding student performance, utilizing a diverse range of methods and practices.
Assessment is an essential component of the educational process, where instructors evaluate student achievements by collecting and analyzing relevant information about their performance This process involves measuring, synthesizing, and interpreting data under controlled conditions, ensuring alignment with the curriculum objectives established for their educational level Various terms are often used interchangeably to describe this critical function in education.
Kratochvilova (2011) defines 4 main and basic functions of assessment
Kolar and Sikulova (2009) have however added several other functions
Effective self-assessment should possess four key attributes: authenticity, factual accuracy, high informational value, and motivational impact for students, while also being oriented towards identifying mistakes.
Learner autonomy prioritizes the learner's role over the teacher's, emphasizing the importance of the learning process rather than the final outcome It encourages students to establish their own learning goals and view education as a lifelong journey (Jacobs and Farrell, 2001) Teachers are tasked with fostering an environment where learners can take charge of their own education and make decisions about their learning paths This concept emerged in language teaching during the late 1960s, with early autonomous language learning initiatives being introduced 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 process This skill is not innate; it must be developed through either natural experiences or formal education Taking charge of one's learning encompasses various responsibilities, including setting objectives, defining content, determining the pace of learning, selecting appropriate methods and techniques, monitoring the learning process, and evaluating the outcomes achieved.
Autonomous learners are not merely students who take responsibility for their own education; rather, autonomous learning encompasses various factors, including the development of specific capacities and behaviors This approach is defined by the learners' sense of responsibility and control over their learning processes.
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-management in learning complements Holec's perspective by highlighting the cognitive processes involved He emphasizes the term "control" over learning, as it facilitates a more straightforward investigation of how learners manage their educational experiences.
„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 characterized by three key principles: (a) learner involvement, which encourages students to take shared responsibility in the learning process; (b) learner reflection, which fosters critical thinking as learners plan, monitor, and evaluate their progress; and (c) appropriate target language use, emphasizing the target language as the primary medium for effective communication and learning.
1.2.2 The roles of learners’ autonomy
Learner autonomy is a crucial element for achieving progress in education Bonnet and Cuypers (2003, 2006) emphasize the importance of respecting the individual thinking of learners 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 education only occurs in a traditional classroom setting—where the teacher leads and students passively follow—they may resist learner-centered approaches that promote autonomy, ultimately hindering their success.
Strongly believing in the importance of learners‟ autonomy in learning, Austin (2006) emphasizes:,
Encouraging learner autonomy is a gradual process that requires patience from both teachers and students Although it may sometimes feel challenging and lead to frustration, it is essential for educators to resist the urge to revert to traditional teaching methods Instead, they should focus on providing opportunities for students to develop their independence to the fullest extent.
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 should involve student input in content selection, established criteria for choosing works, standards for assessing quality, and documentation of self-reflection by the student.
METHODOLOGY
This chapter outlines the methodology used for the research, detailing the course in which the study was conducted, the participants involved, and the modifications made to create an appropriate reading portfolio for them 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 although they had studied English for over seven years, their proficiency remained low, as indicated by poor entrance examination results Their passive learning style contributed to their limited skills in reading, particularly with long and complex texts, resulting in them entering college with nearly beginner-level reading comprehension.
After one semester at this college, students experienced gradual improvements in their language skills, including listening, speaking, reading, and writing By the end of the semester, they had developed essential reading abilities, such as identifying main ideas, extracting specific information, understanding text structures, and summarizing content, with ample opportunities to practice these skills.
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' backgrounds in English learning, 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 took place.
At the time of the research, students had just completed their first semester and were beginning the second, where the reading program for freshmen was designed to meet specific syllabus requirements A key objective of this program was to ensure that by the end of the 15-week semester, students would achieve a proficiency level equivalent to the Preliminary English Test (PET) This test, part of Cambridge ESOL's "Main Suite" examinations, is classified as low-intermediate, corresponding to B1 on the Common European Framework of Reference.
The freshmen reading syllabus includes a weekly 90-minute lesson over 15 weeks, totaling approximately 22.5 hours of classroom reading However, this duration is inadequate for students to achieve the targeted PET level To improve their reading proficiency and comprehension skills, 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 "Active Skills for Reading Book 2." These books aim to enhance and develop students' reading skills "Active Skills for Reading Book 1" is utilized in the first semester, while "Active Skills for Reading Book 2" is designated for the second semester.
Active Skill for Reading Book 1 features thirteen units that introduce essential reading skills, including predicting text, identifying main ideas, recognizing titles and paragraph topics, understanding reading structure, and comprehending explicitly stated information The reading materials cover familiar topics such as student life, food, inventions, money, language and communication, festivals and celebrations, human achievements, and the Olympics This book aims to help students practice their reading skills while providing valuable information to enhance their linguistic competence and background knowledge.
Active Skill for Reading Book 2 features thirteen units designed to enhance students' reading skills developed in the first semester This book introduces two advanced reading skills, presenting more complex texts Comprehension questions following each text not only assess understanding but also enrich students' background knowledge and familiarize them with intricate language structures and vocabulary.
The Active Skill for Reading Book 1 course focuses on enhancing five key reading skills, which are identified as the targeted skills in this paper.
The course focuses on five essential reading skills for three key reasons: they are widely recognized as fundamental, they pose challenges for students—particularly in understanding vocabulary through context and making inferences—and they are critical skills that readers generally 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 following section outlines these procedures in a step-by-step format.
Step 1: Planning the reading portfolio
The initial step in creating a successful reading portfolio project is crucial and involves four key sub-steps: defining the purpose, outlining the content of the portfolio, establishing assessment criteria, and planning classroom procedures.
The initial step of the 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 project promoted self-assessment, self-study, and active learning, while fostering students' material searching skills through effective resource discovery.
The second step involved defining the content of the reading portfolio, as detailed in Appendix 1 This phase focused on selecting the materials to include and structuring the information effectively The reading portfolio comprised five entries, each highlighting specific targeted reading skills developed during the second semester Typically, each entry was required to contain essential components.
(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 presents the analysis of data gathered from survey questionnaires completed by 30 freshmen majoring in English at a college, along with the final reflections and feedback from the project's conclusion.
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 desires, providing essential criteria for evaluating the reading portfolio and measuring participants' reading improvement This information enables a conclusion regarding the appropriateness and effectiveness of the reading portfolio.
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 majority of students (90%) recognize the importance of English, with nearly all having clear learning goals, ranging from short-term aims like passing exams to long-term aspirations such as career preparation This positive attitude can enhance the teaching and learning process, as students are more motivated when they understand the subject's significance and have specific objectives However, students tend to undervalue the importance of reading skills, ranking it lower than speaking and listening, despite linguists asserting that reading is crucial for English majors Additionally, many students find reading challenging, with 26% rating it as very difficult and nearly three-quarters considering it hard Therefore, it is essential for teachers to elevate students' awareness of the critical role reading plays and to provide effective reading strategies.
Chart 1 The students’ motivation in studying English
The importance of studying English is evident, as 100% of surveyed students recognize that mastering the language is crucial for effective communication and securing high-paying jobs in the future Additionally, 60% of students aim for high scores in their English subjects, while 30% pursue English to fulfill a personal hobby However, the data suggests that many students may not take full responsibility for their own learning, highlighting the urgent need for educators to reform their teaching methods.
A significant 92% of participants have studied English for years as a mandatory subject in school, suggesting they have built a considerable vocabulary and understanding of English structures Furthermore, reading is emphasized as the primary skill developed 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 in extra classes to enhance their English proficiency, yet these classes often emphasize grammar over practical skills Alarmingly, only 28% of respondents reported that reading skills were part of their extra courses Furthermore, nearly 75% of students exhibit a low frequency of reading English texts, highlighting a concerning trend in English literacy The accompanying chart provides detailed insights into 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 lesson duration According to the chart, only 10% of students frequently read English materials, while six out of thirty students practice reading at home regularly A significant 63% of students admit to rarely engaging with English texts after class, and concerningly, 7% do not take any steps to improve their reading abilities This highlights the need for teachers 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 a 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, many students access entertaining texts online, including advertisements and chat messages, which account for 50% of their reading material However, only a small number of students, just four, read news articles in English.
Out of 30 students surveyed, only 10% (3 students) reported reading English books on specific subjects, indicating a low engagement with academic texts The difficulty of the content and a lack of interest appear to be significant factors influencing their reading choices Additionally, a tendency to favor easier, more entertaining texts may lead to negative outcomes such as slower reading speed and a restricted vocabulary Consequently, it is not surprising that the majority of participants expressed that they find reading challenging.
Chart 4 Reasons for difficulty in reading English texts
The chart illustrates the challenges participants face when reading English texts, highlighting both subjective and objective difficulties The primary reasons identified are the abundance of new vocabulary, phrases, and idioms (80%) and the lack of effective reading strategies among learners (75%) This prevalence of complex terminology is typical of academic texts, and many freshmen English majors have not received adequate training to navigate challenging reading materials 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 recent survey revealed that 63.3% of students are unfamiliar with the concept of reading portfolios, while 36.7% have some awareness of the term "portfolio" in relation to writing skills However, none of the students could provide a clear explanation of what a reading portfolio entails, indicating confusion between reading and writing portfolios.
In conclusion, the participants' backgrounds reveal both opportunities and challenges associated with the use of reading portfolios While many participants have a solid foundation in English and understand its significance, they struggle with reading skills due to insufficient attention and practice This results in limited vocabulary and ineffective reading strategies Therefore, teachers must emphasize the importance of reading skills to enhance vocabulary and reading speed Additionally, participants often have a vague understanding of portfolios as educational tools, necessitating careful guidance from teachers on how to create a reading portfolio For those inexperienced in this area, a collection that includes simple reflection tasks is the most effective 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 However, some participants do not value the impact of portfolios on enhancing their reading skills, potentially finding them uninteresting or mismatched with their preferences and language needs.
Chart 6 Students’ awareness of the importance of reading portfolios
Chart 7 Students’ general assessment of the reading portfolio contents
Chart 7 indicates that 40% of students find the reading portfolio contents useful, while 17% find them interesting Students report that these portfolios help enhance their background knowledge, improve reading skills, and expand their vocabulary and grammar However, 37% of participants find the content challenging due to unfamiliar vocabulary, phrases, and idioms, and only 3% consider the tasks easy Additionally, 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 practicing English reading outside the classroom They primarily engaged with course materials only as required by their teachers, with their motivation centered on securing good jobs and meeting school requirements rather than genuine interest Consequently, many students were unaware of reading portfolios and their benefits Furthermore, the in-class reading activities proved ineffective in fostering student interest, motivation, and 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 the reading portfolio However, as they engaged in the activity, they began to appreciate it, despite some expressing concerns about the time required to complete the portfolio This time commitment is often viewed as a disadvantage Overall, students now have a solid understanding of how to compile their portfolios and maintain a positive attitude towards the reading activity, recognizing the numerous benefits it offers.
Reading portfolios significantly boost students' self-study awareness and responsibility for their learning journey By utilizing portfolios, students are encouraged to maintain a consistent reading habit in English, engaging with daily news or stories They document new vocabulary, phrases, and idioms while summarizing the content, which enhances their comprehension skills These portfolios serve as valuable tools for home learning and self-study, providing access to diverse reading materials that might otherwise be overlooked Ultimately, reading portfolios foster a greater willingness among students to engage actively in their learning process.
Reading portfolios have significantly enhanced students' reading skills through regular practice with diverse materials By engaging with multiple texts and articles, students select those that best align with specific topics, which not only improves their comprehension but also introduces them to new vocabulary, phrases, and idioms, thereby expanding their lexicon.
Reading portfolios offer students the freedom to explore topics that align with their interests and abilities Additionally, creating these portfolios enables students to track their learning goals effectively.
4.1.3 Students’ difficulties in implementing the reading portfolios
The new reading activity has revealed several weaknesses among students Many feel that creating a reading portfolio is time-consuming, as it requires them to collect appropriate texts for specific topics Additionally, students must read these texts to identify and understand new vocabulary, phrases, and idioms, which can be challenging Some students also find sourcing materials for their portfolios to be difficult and costly due to the need for extra resources Furthermore, writing concise summaries of the texts poses a significant challenge for several students.
4.1.4 Students’ suggestions to improve the self- learning portfolio
Designing a more engaging reading portfolio with diverse topics and tasks can enhance the quality of self-learning portfolios Students are more likely to be motivated if the portfolio topics are interesting and current Additionally, clear guidelines from teachers for implementing portfolios are crucial for improvement Some students also suggest that teachers should offer more useful websites and reliable resources Lastly, raising student awareness about the significance of self-study is essential for fostering a productive learning environment.
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 course's objectives, plans, content, and assessment criteria at the start Introducing a sample portfolio early on is crucial, as misunderstandings about the reading portfolio can lead to poor performance The content included in the reading portfolio should be purposeful, meaningful, and aligned with students' interests and language proficiency levels Engaging students in discussions about suitable reading portfolio content can help teachers design more 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 assist students in creating a structured plan for compiling their portfolios By providing clear guidance on the portfolio-making process, students can complete their reading portfolios more efficiently Additionally, teachers can encourage collaboration by having students work in groups of four or five to share and design reading exercises, thereby distributing the workload To address the financial burden of printing materials, teachers can allow students to submit their portfolios via email, utilizing the free internet access available in the library This approach not only reduces costs but also streamlines the portfolio exchange process.
Teachers must emphasize the significance of self-study to enhance student engagement Research indicates that many students adopt a passive learning approach, relying heavily on teachers for task assignments and explanations It is essential to convey to students that their success primarily depends on their own efforts, rather than solely on their teachers or external influences.
Teachers should consider students' feelings, motivation, and attitudes toward portfolio reading activities By doing so, they can help students understand the significance of enhancing their reading skills.
Many students perceive the reading portfolio concept as unfamiliar and challenging, particularly in locating suitable materials To address this, teachers should act as guides and facilitators, attuned to their students' needs By recommending helpful websites and resources, educators can significantly simplify and enhance the process of gathering materials for reading portfolios.
Teachers should offer constructive feedback on student portfolios that goes beyond simple grading Writing a detailed letter that highlights strengths and weaknesses can create a comprehensive profile of each student's abilities This approach fosters students' confidence in their work and encourages them to continue developing their reading portfolios in the future.
Active student participation is crucial for the success of the project, particularly in the creation of the reading portfolio While overcoming challenges requires significant time and effort, engaging fully in the process is essential for completion.
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 essential findings and recommendations for implementing reading portfolios to enhance self-study among students at the Foreign Language Department of Ha Tay Teacher Training College.