The Role of Portfolios in Student Motivation

要旨

Motivation has been the object of much research. It is seen as pivotal in second and foreign language education; and the same can be said about the effects of motivation on Japanese learners of English, as mentioned by Irie (2003a). Motivation refers to the process through which goal-oriented activity begins and is sustained (Pintrich & Schunk, 2002). Most experienced teachers could tell you that finding ways to motivate students with low levels of interest in a class and finding suitable teaching materials toward that end is both difficult and time consuming, especially if those students appear to be unmotivated in learning the L2. This is not to say such students are incapable of learning the material, but rather they may seem to lack the drive to study. Apple and Shimo (2004) have shown that portfolios seem to generate an overall positive response from learners compared to other more traditional forms of evaluation. If, as their study suggests, some students prefer portfolio assessment, then perhaps portfolios may also encourage a more positive attitude toward learning the L2. This study is concerned with this last point; can portfolios be used, not merely as an alternative form of assessment of students’ progress, but also as tools that can foster motivation in lower interest learners? It is the purpose of this study to demonstrate that self-reflection through the use of portfolios can foster intrinsic motivation in a group of learners with relatively low interest in learning English as a foreign language. The first section of this study will contain a review of relevant research in the areas of motivation and portfolios will be introduced and discussed. Then a brief description of the research methods and questions as well as the results and analysis of the data will be discussed. Finally, limitations and suggestions for further study will be presented in the conclusion.

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