Humanities
  • ISSN: 2155-7993
  • Journal of Modern Education Review

The Effect of Reflective Portfolio Learning on Students’
Motivation in Learning English

Law Lok Kan, Lai Shan Hui,
(Delia Memorial School (Glee Path), HongKong, China)

Abstract: English is a frequently used foreign language in Hong Kong. A teacher-directed learning environment is commonly observed in English lessons of Hong Kong. Teachers design and assign the learning tasks for students to absorb texts passively, which may hamper the development of students’ self-directed learning skills because of the lack of opportunity to reflect of their learning progress and outcomes. Portfolio learning has been advocated by teachers to extend students’ learning by encouraging them to construct, document and evaluate their own performance and decide for further action to improve performance. It is commonly used as a learning tool for teaching, learning and assessment of writing in English as a secondary language setting. Theoretically, portfolio learning in classroom level makes students experience the responsibility for their learnings, which can stimulate their affective motivation. Mslq Questionnaire (Pintrich, 1991) was a 31-item questionnaire used for assessing students’ motivation in learning in term of their expectancy, value and affection of learning on likert scale in the research. Surprisingly, compared to portfolio learning, students in non-portfolio learning have a significant higher motivation in intrinsic goal orientation, task value and self efficiency. Further investigation is required to understand how to let students get benefits from portfolio learning.
Key words: portfolio, reflective learning, motivation





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