| dc.identifier.citation | Anderson, R. S. (1998). Why talk about different ways to grade? The shift from traditional assessment to alternative assessment. New Directions for Teaching and Learning,74, 5-16.
Anderson, J. (2012). Reflective journals as a tool for auto-ethnographic learning: A case study of student experiences with individualized sustainability. Journal of Geography in Higher Education, 36(4), 613-623.
Anderson, R. S., & DeMeulle, L. (1998).Portfolio use in twenty-four teacher education programs. Teacher Education Quarterly, 5(1), 23-31.
Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolios autobiography: Developing a professional identity. The Modern Language Journal, 81(1), 15-27.
Antoniadou, V. (2011). Virtual collaboration, ‘perezhivanie’ and teacher learning: A socio-cultural-historical perspective. Bellaterra Journal of Teaching & Learning Language & Literature, 4(3), 53-70.
Aarts, R., & Broeder, P. (2003). Language Portfolio for Primary Education. Guidelines for the teacher. Alkmaar: Europees Platform.
Aarts, R., & Broeder, P. (2004). Een taalportfolio voor docenten in het basisonderwijs.ToegepasteTaalwetenschap in Artikelen, 72(1), 75-88.
AC04776807, A. (Ed.). (2002). Common European Framework of Reference for Languages: learning, teaching, assessment: Case studies. Strasbourg: Council of Europe.
Bagaric, V. (2011).The role of the EPOSTL in the evaluation and development of teacher education programmes in Croatia. In D. Newby & A. B. Fenner (Eds.), Using the European portfolio for student teachers of languages (pp. 71-82). Strasbourg and Graz: Council of Europe.
Balcikanli, C. (2009). The European portfolio for student teachers of languages (EPOSTL): A journey to teacher autonomy. International Journal of Arts and Sciences, 2(1), 48-49.
Barrett, H. C. (1998). Strategic questions: What to consider when planning for electronic portfolios. Learning & Leading with Technology, 26(2), 6-13.
Barrett, H. C. (2000). Create your own electronic portfolio. Learning and leading with technology, 27(7), 14-21.
Bachman, L. F., & Palmer, A. S. (1989). The construct validation of self-ratings of communicative language ability. Language Testing, 6(1), 14-29.
Best, J. W., & Kahn, J. V. (2006). Descriptive Studies. Research in Education, 9, 153-154.
Blue, G. M. (1994). Self-Assessment of foreign language skills: Does it work? CLE Working Papers, 3, 18-35.
Braun,V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Broeder, P. (2001). Facilitating a European Language Portfolio: The multilingual classroom in the Netherlands. Babylonia, 4, 70-72.
Borko, H., Michalec, P., Timmons, M., & Siddle, J. (1997). Student teaching portfolios: A tool for promoting reflective practice. Journal of Teacher Education, 48(5), 345-357.
Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529- 549.
Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-18.
Brown, J. D., & Hudson, T. (1998). The alternatives in language assessment. TESOL Quarterly, 32(4), 653-675.
Brooks, J., & Brooks, M. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brookhart, S. M. (1997). A theoretical framework for the role of classroom assessment in motivating student effort and achievement. Applied Measurement in Education, 10(2),161-180.
Bull, K. S., Montgomery, D., Overton, R., & Kimball, S. (1999). Developing Collaborative Electronic Portfolios for Preservice Teachers in Computer Mediated Learning. Rural Special Education for the New Millenium, 19, 257-266.
Burkert, A. (2009). Recent innovative developments in language education: The EPOSTL as a tool to bridge the gap between theory and practice. Retrieved from: https://bit.ly/2wenFq2
Burkert, A., & Schwienhorst, K. (2008). Focus on the student teacher: The European portfolio for student teachers of languages (EPOSTL) as a tool to develop teacher autonomy. International Journal of Innovation in Language Learning and Teaching, 2(3), 238-252.
Butler, P. (2010). E-portfolios, pedagogy and implementation in higher education: Considerations from the literature. In M. Buzzetto-More (Ed.), The Eportfolio paradigm: informing, educating, assessing, and managing with eportfolio (pp.109-139). Santa Rosa, CA: Informing Science Press.
Büyüköztürk, Ş., Cakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Scientific research methods. Ankara: Pegem Akademi.
Cakir, A., & Balcikanli, C. (2012). The use of the EPOSTL to foster teacher autonomy: ELT student teachers’ and teacher trainers’ views. Australian Journal of Teacher Education, 37(3), 1-16.
Calfee, R. C., & Perfumo, P. (Eds.). (1996) Writing portfolios in the classroom: Policy and practice, promise and peril (pp. 3–26). Mahwah, NJ: Erlbaum.
Adjusting the balance of power: Initial self assessment in study skills for higher education – a case study. In C. Bell (Ed.), Assessment and evaluation (pp. 63-72). London: Kogan Page.
Cannell, C. F., & Kahn, R. L. (1968). Interviewing. The handbook of social Psychology, 2, 526-595.
Carr, R. A. (1977). The effects of specific guidelines on the accuracy of student self-evaluation. Canadian Journal of Education, 2(4), 65-77.
Caouette, L. (1990). Self-assessment in the second language classroom: A study of core French students ability to assess their own proficiency. Alberta: The University of Alberta.
Cohen, E., Fiat, A., & Kaplan, H. (2007). Associative search in peer to peer networks: Harnessing latent semantics. Computer Networks, 51(8), 1861-1881.
Council of Europe (2000). European language portfolio (ELP): Principles and guidelines. Strasbourg: Council of Europe.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Strasbourg: Council of Europe.
Council of Europe (2003). Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. Strasbourg: Council of Europe.
Council of Europe (2007). Common European Framework of Reference for Languages and the Development of Language Policies: Challenges and responsibilities. Strasbourg: Council of Europe.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. London: Routledge.
Cindric, I., Andraka, M., & Bilić-Štefan, M. (2015). Raising students’ awareness of teaching competences by means of the European Portfolio for Student Teachers of Languages. Croatian Journal of Education: Hrvatski časopis za odgoj I obrazovanje, 17(2), 117-136.
Cram, B. (1995). Self-assessment: From theory to practice. In G. Brindley (Ed.), Language assessment in action (pp. 271-305). Sydney: NCELTR.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: SAGE.
Dandenault, E. J. (1997). Self-assessment of communicative ability: investigation of a novel tool for ESL learners (Unpublished doctoral dissertation). Montreal: Concordia University.
Darling, L. F. (2001). Portfolio as practice: The narratives of emerging teachers.
Teaching and Teacher Education, 17(1), 107-121.
Davidson, F., & Henning, G. (1985). A self-rating scale of English difficulty: Rasch scalar analysis of items and rating categories. Language Testing, 2(2), 164-179.
De Saint Léger, D., & Storch, N. (2009). Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom. An International Journal of Educational Technology and Applied Linguistics, 37(2), 269-285.
Dietz, M. E. (1995). Using portfolios as a framework for professional development.
Journal of Staff Development, 16(2), 40-43.
Diltz, J. (2006). Words to voice: Three approaches for student self-evaluation. Teaching English in the Two Year College, 34(1), 41-45.
Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum.
Dornyei, Z. (2007). Research methods in applied linguistics. New York, NY: Oxford University Press.
Dollase, R. H. (1996). The Vermont experiment in state-mandated portfolio program approval. Journal of Teacher Education, 47(2), 85-98.
Dooly, M. (2011). Innovating Teacher Education through ICT-Based Interaction. ICT for Language Learning, 4, 31-36
Dodd, A. W. (1995). Engaging Students: What I Learned along the Way. Educational Leadership, 53(1), 65-67.
Donham, J. (2010). Creating personal learning through self-assessment. Teacher
Librarian, 37(3), 14-21.
Dunlap, J. C. (2006). Using guided reflective journaling activities to capture students’ changing perceptions. Tech Trends, 50(6), 20-26.
Dutt, K. M., Tallerico, M., & Kayler, M. A. (1997). Assessing student teachers: The
promise of developmental portfolios. The Teacher Educator, 32(4), 201-215.
Dutt-Doner, K., & Gilman, D. A. (1998). Students react to portfolio assessment.
Contemporary Education, 69(3), 159-165.
Falchikov, N., & Boud, D. (1989). Student self-assessment in higher education: Ameta-analysis. Review of Educational Research, 59(4), 395-430.
Ford, M. P., & Ohlhausen, M. M. (1991). Portfolio assessment in teacher education courses: Impact on students' beliefs, attitudes and habits. Annual Meeting of the National Reading Conference, 41, 1-7.
Fenner, A.B. (2011). The EPOSTL as a tool for reflection in three contexts of language teacher education. In D. Newby & A. B. Fenner (Eds.), Using the European portfolio for student teachers of languages (pp.37-44). Strasbourg and Graz: Council of Europe.
Ferguson, N. (1978). Notes and discussion: Self-assessment of listening comprehension. International Review of Applied Linguistics in Language Teaching, 16(2), 149-156.
Gan, Z., Humphreys, G., & Hamp-Lyons, L. (2004). Understanding Successful and Unsuccessful EFL Students in Chinese Universities. Modern Language Journal, 88(2), 229-244.
Gass, S., Mackey, A., & Ross‐Feldman, L. (2005). Task‐based interactions in classroom and laboratory settings. Language Learning, 55(4), 575-611.
Gay, L. R. (1992). Educational research, competencies for analysis and application. New York: Macmillan Publishing Company
Gottlieb, M. (1995). Nurturing student learning through portfolios. TESOL Journal, 5(1), 12-14.
Gonzalez, D., & St Louis, R. (2008). The use of Web 2.0 tools to promote learner autonomy. Independence, 43, 28-32.
Gredler, M. E. (1995). Implications of portfolio assessment for program evaluation. Studies in Educational Evaluation, 21(4), 431-437.
Grenfell, M., Kelly, M., & Jones, D. (2003). The European Language Teacher: Recent Trends and Future Developments in Teacher Education. New York, NY : Peter Lang Publishing, Inc.
Grenfell, M. (2005). European profile for language teacher education. In G. Westhoff (Ed.), Improving language education (pp. 52-56).The Netherlands: European Platform for Education.
Hamp-Lyons, L. (1996). Applying ethical standards to portfolio assessment of writing in English as a second language. In M. Milanovic & N. Saville (Eds.), Performance testing, cognition and assessment (pp. 151-162). Cambridge: Cambridge University Press.
Harris, M., & McCann, P. (1994). Assessment. Edinburgh: Macmillan.
Harmelink, K. (1998). Learning the write way. The Science Teacher, 65(1), 36.
Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33-49.
Heyworth, F. (2006). The common European framework. ELT Journal, 60(2), 181- 183.
Hill, T. (2013).Student Perceptions of a Self-assessment Environment (Unpublished dissertation thesis). Pretoria: University of Pretoria.
Horng, E., & Loeb, S. (2010). New thinking about instructional leadership. Phi Delta Kappan, 92(3), 66-69.
Hoxha, M., & Tafani, V. (2015). European portfolio for student-teachers of languages (EPOSTL) and insights from student-teachers’ feedback. Academic Journal of Interdisciplinary Studies, 4(3), 71-78.
Ingvarsdóttir, H. (2011). The EPOSTL in Iceland: Getting the mentors on board. In D. Newby & A. B. Fenner (Eds.), Using the European portfolio for student teachers of languages (pp.9-17). Strasbourg and Graz: Council of Europe.
Jones, B. (2011). The use of the EPOSTL in a bilateral teacher-education programme. In D. Newby & A. B. Fenner (Eds.), Using the European portfolio for student teachers of languages (pp.37-44). Strasbourg and Graz: Council of Europe.
Johnson, B., & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks, CA: Sage.
Jimbo, H., Hisamura, K., & Yoffe, L. (2009). Developing English teacher competencies. An integrated study of pre-service training, professional development, teacher evaluation, and certification systems. Tokyo: JACET SIG on English Education.
Karakaya, B. (2017). Self-assessment in second language speaking ability: an evaluation of students’ accuracy and perception of growth (Unpublished master dissertation). Istanbul: Bahcesehir University.
Kumar, V. S. (1996). Computer-supported collaborative learning: issues for research. In Eighth Annual Graduate Symposium on Computer Science, University of Saskatchewa, 22(1),49-66.
Kelly, M., Grenfell, M., Allan, R., Kriza, C., & McEvoy, W. (2004). European profile for language teacher education: A frame of reference. Brussels: European Commission.
Kiliańska-Przybyło, G. (2014). EPOSTL–narzędzie refleksji dla nauczycieli, czyli refleksja oswojona. Jezyki: Obce.
Kiyota, Y. (2015). The Integrative Usage of J-POSTL for pre-service English teachers in order to enhance reflection. Language Teacher Education, 2(2), 81-101.
Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132.
Latkovska, E., & Rutka, L. (2014). The European Portfolio for Student Teachers of Languages (EPOSTL) as a Means of Self-Assessment. Pedagoģija un Skolotāju Izglītība,3, 117-119.
Lee, H. (2008). Students' perceptions of peer and self-assessment in a higher education online collaborative learning environment (Unpublished doctoral dissertation). The University of Texas: Austin.
Lenz, P. (2004). The European language portfolio. In K. Morrow, (Ed.), Insights form the Common European Framework (pp.22-31). Oxford: Oxford University Press
Little, D. (1999) Developing learner autonomy in the foreign language classroom: A social-interactive view of learning and three fundamental pedagogical principles. Revista Canaria de Estudios Ingleses, 38, 77-88.
Little, D. (2001). European portfolio in use: Examples. Strasbourg: Council of Europe.
Little,D. (2002). The European Language Portfolio: structure, origins, implementation and challenges. Language Teaching, 35(3), 182-189.
Little, D. (2005). The Common European Framework and the European language portfolio: Involving learners and their judgements in the assessment process. Language Testing, 22(3), 321-336.
Little, D. (2007). The Common European Framework of Reference for Languages: Perspectives on the making of supranational language education policy. The Modern Language Journal, 91(4), 645-655.
Little, D. (2012). The European Language Portfolio: history, key concerns, future prospects. In B. Kuhn & M. L. Perez Cavana (Eds.), Perspectives from the European Language Portfolio-Learner autonomy and self-assessment (pp. 7-22). Oxon: Routledge.
Little, D., & Perclová, R. (2001). The European language portfolio: Guide for teachers and teacher trainers. Strasbourg: Council of Europe.
Little, W., Fowler, H. W., & Coulson, J. (1955). The shorter Oxford English dictionary on historical principles. Oxford: Oxford University Press.
Loughran, J., & Corrigan, D. (1995). Teaching portfolios: A strategy for developing learning and teaching in preservice education. Teaching and Teacher Education, 11(6), 565-577.
Lyons, N. (1998 d). Reflection in teaching: Can it be developmental? A portfolio perspective. Teacher Education Quarterly, 25(1), 115-127.
Mansvelder-Longayroux, D. D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47-62.
Martin, G. A., & Double, J. M. (1998). Developing higher education teaching skills through peer observation and collaborative reflection. Innovations in Education and Training International, 35(2), 161-170.
McAlpine, D. (2000). Assessment and the gifted. Tall Poppies, 25(1), 1-8.
McCarthy, P., Meier, S., & Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 36(4), 465-471.
McKinney, M. (1998). Preservice teachers' electronic portfolios: Integrating technology, self-assessment and reflection. Teacher Education Quarterly, 25(1), 85-103.
McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher achievement. Educational Horizons, 87(1), 40-49.
Mehlmauer-Larcher, B. (2009). Implementing the EPOSTL (European Portfolio for Student Teachers of Languages) in pre-service teacher education. Bridging the Gap between Theory and Practice in English Language teaching, 18(3), 91-94.
Mick. L. B. (1996). Using portfolios to help elementary education majors gain insight into disabilities and the family system. Intervention in School and Clinic. 31(5), 290-296.
Mirici, I. H., & Hergüner, S. (2015). A digital European self-assessment tool for student teachers of foreign languages: The EPOSTL. TOJET: The Turkish Online Journal of Educational Technology, 14(1), 1-10
Mirici, I. H., & Demirbas, S. (2013). How to turn the EPOSTL into an electronic setting: The e-EPOSTL. Procedia-Social and Behavioral Sciences, 106, 1368-1377.
Mirici, I. H., Erten, I. H., Göksu, Al. Balaman, U.,Wach, A., Ivanova, I.,Skara-Mincane, R., Žagar-Šoštarić, P., Vodopija-Krstanović, I., Kovalčikova, I. & Strakova, Z. (2015b). A review of literature on the EPOSTL. EFUESTE: The second intellectual output. Retrieved from: https://bit.ly/2HMy69E
Mokhtari, K., Yellin, D., Bull, K., & Montgomery, D. (1996). Portfolio assessment in teacher education: Impact on preservice teachers' knowledge and attitudes. Journal of Teacher Education, 47(4), 245-252.
Morrison, E. W. (1993). Newcomer information seeking: Exploring types, modes, sources, and outcomes. Academy of Management Journal, 36(3), 557-589.
Mowl, G., & Pain, R. (1995). Using self and peer assessment to improve students’ essay writing: A case study from geography. Programmed Learning, 32(4), 324-335.
Nihlèn, C. (2011). What goes into the EPOSTL dossier and why. In D. Newby & A. B. Fenner (Eds.), Using the European portfolio for student teachers of languages (pp.55-62). Strasbourg and Graz: Council of Europe.
Newby, D. (2007). European portfolio for student teachers of languages: A reflection tool for language teacher education. Strasbourg: Council of Europe.
Newby, D., Fenner, A. B., & Jones, B. (Eds.). (2011). Using the European portfolio for student teachers of languages. Strasbourg and Graz: Council of Europe.
Newby, D. (2012). Insights into the European Portfolio for Student Teachers of Languages (EPOSTL). Cambridge: Cambridge Scholars Publishing
North, B. (2007). The CEFR illustrative descriptor scales. The Modern Language Journal, 91(4), 656-659.
North, B. (2010). A profiling grid for language teachers. International Meeting on Training, Quality and Certification in Foreign Language Teaching,1,1-11.
Ogeyik, M. C. (2009). Attitudes of the student teachers in English language teaching programs towards microteaching technique. English Language Teaching, 2(3), 205-212.
Okumuş, R. A. K., & Akalın, A. P. D. S. (2015). Incorporatıng EPOSTL (European Portfolio for Student teachers of languages) into Methodology course. International Journal on New Trends in Education and Their Implications, 6(1), 76-83.
Orlova, N. (2011). Challenges of integrating the EPOSTL into pre-service teacher training. In D. Newby, A.B. Fenner & B. Jones (Eds.), Using the European Portfolio for Student Teachers of Languages (pp. 19-28). Strasbourg and Graz: Council of Europe.
Orsmond, P., Merry.S., & Reiling, K. (1997). A study in self‐assessment: tutor and students’ perceptions of performance criteria. Assessment & Evaluation in Higher Education, 22(4), 357-368.
Oskarsson, M. (1978). Approaches to self-assessment in foreign language learning. Strasbourg: Council of Europe.
Oscarson, M. (1989). Self-assessment of language proficiency: Rationale and
applications. Language Testing, 6(1), 1-13.
Oscarson, M. (1997). Self-assessment of foreign and second language proficiency. Encyclopedia of Language and Education, 7, 175-187.
Pawlak, M. (2009). Promise and challenge of introducing the European language portfolio. In 43rd IATEFL Conference, 43,157-158.
Peckham, G., & Sutherland, L. (2000). The role of self assessment in moderating students' expectations. South African Journal of Higher Education, 14(1), 75-78.
Peirce, B. N., Swain, M., & Hart, D. (1993). Self-assessment. French immersionand locus of control. Applied Linguistics, 14(1), 25-42.
Phelps, R. (2005). The potential of reflective journals in studying complexity in action'. Complicity: An International Journal of Complexity and Education, 2(1), 37-54.
Potthoff,D., Carroll,J., Anderson, P., Attivo, B., & Kear, D. (1996). Striving for integration: A portfolio content analysis. Action in Teacher Education, 18(1), 48-58.
Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: SAGE.
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: Strategies for teacher learning. Stuttgart: Ernst Klett Sprachen.
Ross, S. (1998). Self-assessment in second language testing: A meta-analysis and analysis of experiential factors. Language Testing, 15(1), 1-20.
Seliger, H. W., & Shohamy, E. G. (1989). Second language research methods. Oxford: Oxford University Press.
Simmons, B. J. (1995). Developing and using portfolios. Kappa Delta Pi Record, 31(2), 56-59.
Scanlan, P. A., & Heiden, D. E. (1996). External review of portfolios in preservice teacher education: Studying our own Practice. Reading Horizons, 36(4), 2-11.
Schilling, K. M. & Schilling, K.L. (1993). Point of view. The Chronicle of Higher Education, 39, 40-49.
Schauber, H. (2015). Using the EPOSTL for dialogic reflection in EFL teacher education. GiST Education and Learning Research Journal, 11, 118-137.
Schneider, G., & Lenz, P. (2001). European language portfolio: Guide for developers. Avondale: Modern Languages Division.
Schram,T., Mills, D., & Leach, W. (1995). Using portfolios to mediate learning and inquiry among interns and teachers. Teaching Education, 7(2), 71-80.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R.
Pintrich. Educational Psychologist, 40(2), 85-94.
Schärer, R. (2000). European Language Portfolio: final report on the pilot project.
Strasbourg: Council of Europe.
Schärer, R. (2008). European language portfolio: Interim report 2007. Strasbourg: Council of Europe.
Snyder, J., Lippincott, A., Bower, D. (1998). Portfolios in teacher education: Technical or transformational? In N. Lyons (Ed.), With portfolio in hand: Validating the new teacher professionalism (pp. 123-142). New York: Teachers College Press.
Straková, Z. (2010). European Portfolio for Student Teachers of Languages and its Benefits for Pre-Service Teacher Training. English Matters, 1, 79-83
Stiggins, R. J. (1994). Student-centered classroom assessment. New York: Merrill.
Stockmann, W. (2006). Portfolio methodology for literacy learners: The Dutch case.LOT Occasional Series, 6, 151-163.
Stone, B. A. (1998). Problems, pitfalls, and benefits of portfolios. Teacher Education Quarterly, 21(1), 105-114
Strudler, N., & Wetzel, K. (2011). Electronic portfolios in teacher education: Forging a middle ground. Journal of Research on Technology in Education. 44(2), 161-173.
Sullivan, P. B., Buckle, A., Nicky, G., & Atkinson, S. H. (2012). Peer observation of teaching as a faculty development tool. BMC Medical Education, 12(1), 26-35.
Takagi, A. (2015). Reflection in pre-service teacher education: Using the Japanese Portfolio for Student Teachers of Language (J-POSTL). Language Teacher Education, 2(2), 59-80.
Trop, J. L. (1995). Self psychology and intersubjectivity theory. Hillsdale, NJ: The Analytic Press.
Tucker, P. D., Stronge. J. H., & Gareis, C. R. (2002). Handbook on teacher portfolios for evaluation and professional development. Larchmont, NY: Eye on Education.
Tucker, P. D., Stronge, J. H., Gareis, C. R., & Beers, C. S. (2003). The efficacy of portfolios for teacher evaluation and professional development: Do they make a difference? Educational Administration Quarterly, 39(5), 572-602.
Urbaniak, M. (2010). The EPOSTL as an innovative tool in language teacher education. Anglica Wratislaviensa, 46,183-192.
Van Kraayenoord, C. E., & Paris, S. G. (1997). Australian students' self-appraisal of their work samples and academic progress. The Elementary School Journal, 97(5), 523-537
Van Deusen-Scholl, N., & Hornberger, N. H. (Eds.). (2008). Encyclopedia of language and education: Second and foreign language education. New York: Springer.
Velikova, S. (2013). Using the European Portfolio for Student Teachers of Languages(EPOSTL) to scaffold reflective teacher learning in English language teacher education. In J.Edge & S.Mann (Eds.). Innovations in pre-service education and training for English language teachers (pp. 201-216). London: British Council.
Wade, R. C., & Yarbrough, D. B. (1996). Portfolios: A tool for reflective thinking in teacher education?.Teaching and Teacher Education, 12(1), 63-79.
Watson, C. E., & Doolittle, P. E. (2011). ePortfolio pedagogy, technology, and scholarship: Now and in the future. Educational Technology, 51(5), 29-33.
Wangsotorn, A. (1981). Self-assessment of English skills by undergraduate and graduate students in Thai universities. In A. S. Read (Ed.). Directions in Language Testing (pp. 240-260). Singapore: Seameo Regional Language Center.
Weinberger, H., & Didham, C. K. (1987). Helping prospective teachers sell themselves: The portfolio as a marketing strategy. Paper presented at Annual Meeting of the Association of Teacher Education, Bowling Green, OH: Bowling Green State University.
Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263-272.
Williamson, R. E., & Abel. F. J. (1989). The Professional Portfolio: Keys to a Successful Job Search for the Beginning Teacher. Paper presented at Annual Meeting of Association of Teacher Educators, Mount Berry, GA: Berry College.
Winsor, P. J., & Ellefson, B. A. (1995). Professional portfolios in teacher education: An exploration of their value and potential. The Teacher Educator, 31(1), 68-81.
Wolf, K. P. (1991). Teaching portfolios: Synthesis of research and annotated
bibliography. San Francisco, CA: US Department of Education, Office of Educational Research and Improvement.
Wolf, K., & Dietz, M. (1998). Teaching portfolios: Purposes and possibilities. Teacher Education Quarterly, 25(1), 9-22.
Yüce, S. (2005). İletişimv edil: Yöntemler, Avrupa dil portföyü Türkçenin yabancı dil olarak öğretimi. Journal of Language and Linguistic Studies, 1(1), 81-88.
Yümsek,M. (2014). Professional development of pre-service English language in line with the European portfolio for student teachers of languages (EPOSTL) (Unpublished master dissertation). Antalya: Akdeniz University.
Zidon, M. (1996). Portfolios in preservice teacher education: What the students say. Action in Teacher Education, 18(1), 59-70.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
| tr_TR |
