Cong-Lem (2020) reports that portfolio-based learning (PoBL) emerges as a promising alternative because it has been found to enhance students’ learning autonomy, the learning outcomes, the digital skills of students, and influences their self-regulated learning (SRL). Cong-Lem (2020: 3) remarks that “motivation is a complex and multidimensional construct”. It “refers to the underlying motives of human behaviours”, and cites Ushioda (2012) who states motivation is “critical to all forms of conscious and intentional human learning”. Cong-Lem (2020: 4) illustrates key motivational orientations with Figure 1 (below), portraying expectancy and value as overarching dimensions. The expectancy dimension, indicated with light blue boxes, involves the beliefs of students “that they are able to perform [self-efficacy, or judgements of own capabilities to accomplish] the task and that they are responsible [learning control beliefs, or reliant on own effort] for their own performance … in contrast to external factors such as the teacher”, the expectancy-value theory (EVT). The value dimension, indicated with buff boxes, “involves intrinsic motivation, extrinsic motivation, and task value. Intrinsic motivation concerns performing an activity out of enjoyment or pleasure, whereas extrinsic motivation regards externally oriented motives, for example, for grade or peer. Task value refers to ‘student’s evaluation of how interesting, how important, and how useful the talk is’”, Cong-Lem (2020: 4) citing Pintrich et al. (1991). Both these (light blue/expectancy and buff/value) dimensions influence the willingness of students to learn, their choices, their behavioural effort, and learning their resilience. These in turn impact the learning outcomes. “Portfolio-based learning (PoBL) is a pedagogical approach where learners are allowed to create and collect their own learning artefacts as evidence for their learning progress” Cong-Lem (2020: 5).
Cong-Lem, N. (2020). Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement. TESL Canada Journal, 37(3), 1–26. https://doi.org/10.18806/tesl.v37i3.1342
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