Análisis del e-PEL (Portfolio Europeo de las Lenguas Electrónico): opinión de los alumnos sobre Descriptores, Aprender a aprender y Autoevaluación

Abstract

This paper analyzes the eELP (Electronic European Language Portfolio) as a practical application of the CEFR (Common European Framework of Reference for Languages). The aim has been to study its three main aspects: Descriptors, Learning to learn and Self-Assessment. The research has been conducted for six months from October 2015 to March 2016 in four groups of German students (Levels: A2.1, B1.1 and B1.2) at the Official School of Languages in Alicante, on the whole, 100 pupils. The methodology used is quantitative and qualitative: after the application of the eELP, students filled in a questionnaire with fourteen items to find out their opinion on the three areas under study. The data were analyzed globally and broken down by sex and age groups. The results show that students value the eELP positively as a tool for development of the three variables analyzed. Nevertheless, they think more favourably about Self-Assessment, while a bit lower percentages were obtained by Descriptors, what could lie in the change of perspective in language teaching and learning with the student as the centre of the process and the lack of descriptors’ development in the eELP. Study data show that an implementation of the eELP through the Web 3.0 would be needed to adapt it to the new plurimodaltic society, based on continuous and personalized learning, as well as a more comprehensive description of competence levels and more time to adapt