Abstract
The purpose of this study was to investigate the impact of the EPOSTL (European Portfolio for Student Teachers of Languages) on the self-evaluation of student teachers of English at Akhmet Yassawi International Kazakh-Turkish University in Kazakhstan. The study, which employed a mixed-methods sequential explanatory research design, was conducted at Akhmet Yassawi International Kazakh-Turkish University Faculty of Philology in Turkistan, Kazakhstan in the 2017-2018 academic year. 71 fourth year ELT student teachers participated in the study. The participants were divided into control and experimental groups. Only pretest and posttest were conducted to control group participants, however, pretest and posttests, the EPOSTL Use 1 and 2 were conducted to the experimental group participants. Multiple sets of data came from: a) questionnaire, b) peer observation, c) reflective journal, and d) interview. The quantitative data were analyzed descriptively using IBM SPSS 21. The qualitative data collected from the peer observation, reflective journal, and interview were analyzed through qualitative thematic analysis. The results, overall, showed that the effect of the EPOSTL on the self-evaluation of the student teachers of English provided positive results. The findings demonstrate that the majority of the participants agree that the EPOSTL advances self-reflection and self-assessment, since it assists in checking the improvement of their didactic knowledge, teaching competences and skills. The comprehensive and clear structure of the EPOSTL found to be the main advantage of it. As the student teachers are not practical in teaching and require guidance through the complexity of language teaching, the EPOSTL enables them to match the theoretical knowledge with practical skills.
xmlui.mirage2.itemSummaryView.Collections
xmlui.dri2xhtml.METS-1.0.item-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.
