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What teachers can do to facilitate their students’ learning and develop autonomy has been one of the major concerns in second language instruction. This article explores the use of portfolios as a tool to facilitate student learning and develop learner autonomy. A pilot study with a class of 42 college students in 2000–2001 and then a formal study with a class of 45 students in 2001–2002 were conducted. Portfolios were integrated into the framework and procedures –i .e., diagnosis, preparation, instruction, and evaluation – for strategy training in a freshman English course at a four-year public university in Taiwan. Students’ English proficiency was tested via a pretest and a post-test. Information about students’ beliefs and attitudes about using portfolios and their learning style preferences was collected by both open-ended and Likert-scaled questionnaires. The study found that portfolios raised students’ awareness of learning strategies, facilitated their learning process, and enhanced their self-directed learning.

Integrating portfolios into learning strategy-based instruction for EFL college students