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The study runs for 14 weeks with twenty-one third-year participants in Cukurova University’s English Language Teaching Department. Impact is measured through an autonomy readiness questionnaire, semi-structured interviews, and portfolio evidence including graded goal sheets, reflection reports, and cover letters. Results indicate portfolios foster autonomy in personal and professional development, and participants view the process positively.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-portfolio-effect-enhancing-turkish-elt-student-teachers-autonomy/593533/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-portfolio-effect-enhancing-turkish-elt-student-teachers-autonomy/593533.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine the impact of portfolios on enhancing ELT major student-teachers’ autonomy.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How long does the research last and how many participants are involved?",{"text":117,"@type":113},"The research lasts 14 weeks and includes twenty-one third grade student-teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What data sources are used to evaluate autonomy?",{"text":121,"@type":113},"An autonomy readiness questionnaire, semi-structured interviews, and three portfolio evidences: graded goal sheets, reflection reports, and cover letters.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593533,1792190528,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 8 | Article 7 |\n| --- | --- |\n\n2013  \nThe Portfolio Effect: Enhancing Turkish ELT Student-Teachers’ Autonomy  \nRana Yildirim  \nCukurova University, [ranayil@cu.edu.tr](ranayil@cu.edu.tr)  \nRecommended Citation  \nYildirim, R. (2013). The Portfolio Effect: Enhancing Turkish ELT Student-Teachers’ Autonomy. Australian Journal of Teacher Education, 38 (8).  \n[http://dx.doi.org/10.14221/ajte.2013v38n8.8](http://dx.doi.org/10.14221/ajte.2013v38n8.8)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss8/7](http://ro.ecu.edu.au/ajte/vol38/iss8/7)  \nAustralian Journal of Teacher Education  \nThe Portfolio Effect: Enhancing Turkish ELT Student-Teachers’  \nAutonomy  \nRana Yildirim  \nCukurova University, Turkey  \nAbstract: This article reports on the use of portfolios to develop ELT major student-teachers’autonomy. The research was carried out for  \n14 weeks with twenty-one 3rd grade student-teachers in the English  \nLanguage Teaching Department of Cukurova University, Adana,  \nTurkey. To evaluate the impact of portfolios on fostering the  \nparticipants’autonomy, data were collected from an autonomy  \nreadiness questionnaire, semi-structured interviews with the studentteachers and three portfolio evidences: graded goal sheets, reflection  \nreports, and cover letters. The findings revealed that the use of  \nportfolios assisted the student-teachers in becoming autonomous in  \nregard to their personal and professional development and that the  \nstudent-teachers perceived the portfolio process they went through  \npositively.  \nIntroduction  \nThe concept of learner autonomy emerged in discourse on language learning as early as the late 1960s. It first manifested itself in the adult education movement in Europe and North America (Benson, 2001) . Later, the Council of Europe’s Modern Languages Project in 1971 with its emphasis on the transition from teacher-centeredness to learner-centeredness in the language teaching context (Benson, 2007, p.734) helped set the stage for the idea of learner autonomy to gain considerable attention. It is widely accepted that one of the most essential outcomes of such transition has been the change in the traditional ideas about learners’and teachers’ roles in the language classrooms (Yang, 1998; Thanasoulas, 2000) . In the new perspective, learners are expected to show greater responsibility for and capacity to plan and monitor their own learning (Benson, 2001) and teachers act as the source of assistance for the learners in the process of setting up goals and plans for self-directed learning (Holec, 1981), raising awareness of learning styles and strategies (Lamb, 2003), and increasing learning engagement (Nunan, 1997) .  \nResearch into learner autonomy is mainly concerned with describing teacher and learner roles and perceptions related to certain practices (Cotterall, 2000; Chuk, 2004; Balcıkanli, 2008; Gonzalez, 2009; Barillaro, 2011; Nguyen, 2012) as well as with fostering autonomy through technology integrated instruction (Singh & Embi, 2007; Lee, 2011) . While some studies on teacher autonomy, on the other hand, have focused on the relationship between teacher and learner autonomy (Assor, Kaplan, & Roth, 2002; Moomaw, 2005; Ramos, 2006; Reeve, 2006; Phan, 2012), others have identified teachers’autonomy at inservice level (Cakir & Balcikanli, 2012; Ozturk, 2011) . However, there are not sufficient amounts of research into the autonomy of teacher autonomy at pre-service level. Therefore,  \nVol 38, 8, August 2013 92  \nAustralian Journal of Teacher Education  \nthis study aims to examine the impact of using portfolios on enhancing ELT (English Language Teaching) major student-teachers’autonomy. Portfolios used in this study have been considered useful tools to foster autonomy as they encourage students to take more initiative and control of learning and reflect on their learning (Graves & Sunstein, 1992; McNamar","cbCaidzsVKvpsttF","https://ap.wps.com/l/cbCaidzsVKvpsttF","pdf",541651,"English","# Abstract\n# Introduction\n## Learner autonomy and its development\n## Research trends on learner and teacher autonomy\n# A Discourse on Learner Autonomy","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine the impact of portfolios on enhancing ELT major student-teachers’ autonomy.\"},{\"question\":\"How long does the research last and how many participants are involved?\",\"answer\":\"The research lasts 14 weeks and includes twenty-one third grade student-teachers.\"},{\"question\":\"What data sources are used to evaluate autonomy?\",\"answer\":\"An autonomy readiness questionnaire, semi-structured interviews, and three portfolio evidences: graded goal sheets, reflection reports, and cover letters.\"}]","The Portfolio Effect - Enhancing Turkish ELT Student-Teachers’ Autonomy | PDF",1792077430]