An evaluation of the European language portfolio in the Armenian learning/teaching context

Abstract

The aim of this research project was to conduct a qualitative effectiveness of the European Language Portfolio (ELP) as a pedagogical and assessment tool with reference to a particular learning/teaching context (primary schools in Armenia in which the ELP is currently piloted) and from the perspective of those directly engaged in working with the ELP. For this purpose, it was necessary to explore the implementation of pedagogical functions of the ELP, to verify the usefulness of the ELP as perceived by teachers and learners and to find out about organizational constraints and issues related to the implementation of the ELP. To gather relevant information a survey was conducted through a combination of teacher and learner questionnaires and semi-structured interviews with teachers, one of the school principals, the teacher trainer, and the ELP program coordinator. In addition, some of the ELPs developed by pupils were examined. As the results of the study indicate, the teachers and the learners in general had a positive attitude towards the ELP. The ELP appeared to function as an efficient instrument for assessing and documenting language proficiency and as a valuable tool for improving language learning and developing learner autonomy. The ELP was found to be fulfilling most of its basic pedagogical functions. The existing issues were found to be typical of other pilot projects carried out in a variety of teaching/learning contexts throughout the Europe and were related mainly to the integration of the ELP into regular class work, the unclear status of the ELP and its perceived incompatibility with the official curriculum. These issues are discussed in detail and possible solutions are provided. It was also found that successful implementation of the ELP requires substantial teacher and learner training and continued commitment on the part of teachers and school principals.