Developing EFL Learners’ Autonomy through the European Language Portfolio: a Vehicle to Enhance Algerian Learners’ Ownership of Learning

Abstract

In an age of globalisation, language teaching/learning is facing new challenges that require the promotion of a host of new methods to attain the international standards. In view of this, learner autonomy in EFL/ESL context has become one of the most debated topics among researchers, educators and policy-makers as it constitutes a cornerstone for assuring efficient learning. Accordingly, the present paper endeavours to highlight the advantages of integrating an authentic instrument widely used in Europe, Canada and some Asian countries as Turkey: The European Language Portfolio (ELP henceforth). Moreover, the paper assesses students’ attitudes towards learning through the use of ELP. To bring about these objectives, an experimental design was conceived using a pre-post-test in a form of “Learner Autonomy Questionnaire” (LAQ) and another questionnaire to investigate students’ attitudes of the ELP use. As it stands, a random sample of 60 undergraduate students from the department of English at Tlemcen University (Algeria) participated in the study. The results demonstrated statistically significant differences between pre-post-tests chi-square values indicating the positive effects of ELP on EFL learners’ autonomy. As well, students held positive and supportive attitudes towards the use of ELP. It is then advocated that ELP is effective to mediate the main factors to autonomous learning.