Philology Matters


Present day educational systems around the world strongly focus on developing students’, graduates and professionals’ autonomous learning skills, reflective thinking skills and self-assessment skills. In many studies related to the above-mentioned skills development, portfolio pedagogy is a central subject of discussion. The aim of the study was to experimentally test the potential of the Uzbek Model of European language portfolio in promoting pre-service English teacher training program for students’ autonomous learning, and reflective thinking skills. The experimental study on portfolio implementation was carried out among first-year students of three local universities in Uzbekistan. 651 students from three sample institutions took part in the pre-test stage of the experiment. Research participants were then divided into control and experimental groups. The total number of students in experimental groups and control groups accounted for 148 and 150 students respectively. Students in experimental groups actively used language portfolio developed by the author throughout the academic year. Pre-test and post-test were conducted employing reflective thinking skills survey adapted from David Kember’s work. Mean values of survey results were then statistically tested using independent-samples t-test and one-sample t-tests in IBM SPSS version 17.0. According to the findings of the research, the language portfolio has a considerable impact on developing students’ skills of autonomous learning, and reflective thinking given the language portfolio is an integral part of a course curriculum and aligned to module learning objectives, tasks, activities employed within the modules.

First Page


Last Page





1. On the strategy for the further development of the Republic of Uzbekistan. Presidential Decree of the Republic of Uzbekistan PD-4947. https://lex.uz/docs/3107036
2. Almusharraf, A.M. (2020). Student Teachers’ Development of Reflective Practice concerning Teaching Philosophy and Peer Observations, 44. https://dx.doi.org/10.24093/ awej/vol11no4.35
3. Alzouebi, K. (2020). Electronic portfolio development and narrative reflections in higher education: Part and parcel of the culture? Education and Information Technologies, 25 (2), 997-1011.
4. Ary, D. (2018). Introduction to research in education. Cengage Learning.
5. Benson, P. (2001). Autonomy in language learning. Harlow, Longman.
6. Bondarenko, T.A. (1999). Pedagogical conditions of formation of reflective culture in students, cand. of sci. diss, 13 p.
7. Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31 (4), 399–413.
8. Cohen, J. (1988). Statistical Power Analysis Jbr the Behavioral. Sciences. Hillsdale (NJ): Lawrence Erlbaum Associates, 18-74.
9. Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge, 282 p.
10. Corcoran, C.A., & Leahy, R. (2003). Growing professionally through reflective practice. Kappa Delta Pi Record, 40 (1), 30-33.
11. Guide to Compiling ELP. Council of Europe. https://www.coe.int/en/web/portfolio/guideto- compiling-an-elp
12. Dalziel, F.A. (2012). Flexible approach to the use of the European Language Portfolio in higher education contexts. Language Learning in Higher Education, 1 (1), 179-194.
13. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin.
14. Dickinson, L., & Wenden, A. (1995). Special issue on autonomy. System, 23 (2), 11.
15. Djusupov, M. (2012). Sociolinguistics, linguodidactics, methodology (interconnection and interrelatedness), Russkiy yazyk za rubejom, 1, 22-28.
16. Psychological foundation of implementing reflective technologies into educational process. (2018). 7, 18.
17. Hutyz, Z.M. (2015). Pedagogical Reflection in the teaching practice of a teacher. Science Time, 3 (15), 132-145.
18. Kember, D. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment & evaluation in higher education, 25 (4), 381-395.
19. Kruze, I.I. (2017). Professional oriented language portfolio as an integral technology of law students’ foreign language education. https://www. twirpx. com/file/2456804.
20. Kumaravadivelu, B. (2013). Rethinking global perspectives and local initiatives in language teaching. Language teachers and teaching: Global perspectives and local initiatives, 317323.
21. Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in psychology, 4, 863.
22. Latkovska, E., & Rutka, L. (2014). The European Portfolio for Student Teachers of Languages (EPOSTL) as a Means of Self-Assessment. Pedagoģijaun Skolotāju Izglītība, 3, 117-119.
23. Leach, L. (2012). Optional self-assessment: some tensions and dilemmas. Assessment & Evaluation in Higher Education, 37 (2), 137-147.
24. Little, D. (2003). Learner autonomy and second/foreign language learning. Guide to Good Practice. https://www.llas.ac.uk/resources/gpg/1409
25. Little, D., Perclová, R. (2001). The European Language Portfolio: a guide for teachers and teacher trainers. Council of Europe.
26. Lyons, N. (1998). Reflection in teaching: Can it be developmental? A portfolio perspective. Teacher Education Quarterly, 115-127.
27. Mansvelder-Longayroux, D.D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and teacher education, 23 (1), 47- 62.
28. Mezirow, J. (1998). On critical reflection. Adult education quarterly, 48 (3), 185-198.
29. Mirici, I.H., & Hergüner, S.A. (2015). Digital European Self-Assessment Tool for Student Teachers of Foreign Languages: The EPOSTL. Turkish Online Journal of Educational Technology-TOJET, 14 (1), 1-10.
30. Miroshnikova, O.H. (2008). Formation of professional language competence in natural studies education with the use of language portfolio technology, cand. of sci. diss.
31. Modulina, O.B. (2008). Formation of pedagogue’s reflective positions in course related education, Jaroslavskij pedagogicheskij vestnik, 2, 238-243.
32. Moon, J.A. (2004). A handbook of reflective and experiential learning: Theory and practice, Psychology Press, 95 p.
33. Murasheva, E.S. (2014). Potential of language portfolio in forming primary school graders’ subjectivity, Inostrannye jazyki v shkole, 7, 44-49.
34. Ní Dhiorbháin, A. (2019). Exploring the potential of the European Portfolio for Student Teachers of Languages (EPOSTL) as a reflective tool in initial primary teacher education. Irish Educational Studies, 38 (3), 401-417.
35. Oxford, R.L. (1990). Styles, strategies, and aptitude: Connections for language learning, DOCUMENT RESUME, 73 p.
36. Pan, C., & Pfeil, B.S. (2002). Minderheitenrechte in Europa: Handbuch der europäischen Volksgruppen (Band 2). Wien: Braumüller.
37. Perez Cavana, M.L. (2012). Fostering strategic, self-regulated learning: the case for a “soft” ELP.
38. Pires Pereira, Í.S., Cristo Parente, M.C., & Vieira da Silva, C. (2016). Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study. Teacher Development, 20 (5), 614-630.
39. Rieger, A., Radcliffe, B., & Doepker, G.M. (2013). Practices for developing reflective thinking skills among teachers. Kappa Delta Pi Record, 49 (4), 184-189.
40. Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers college record, 104 (4), 842-866.
41. Romanova, E.V. (2016). Reflective activity model on educational professional activity of future teachers, Proektirovanie i realizaciya obrazovatelʹnogo processa na osnove FGOS VO, 300-303.
42. Shahova, T.M. (2013). Formation of regulatory and universal learning strategies with the help of reflective and language portfolio, Uchenye zapiski Zabajkalʹskogo gosudarstvennogo universiteta. Serija: Professionalʹnoe obrazovanie, teorija i metodika obuchenija, 6 (53), 134-142.
43. Soodmand, A.H., & Farahani, M. (2018). Inhibitors to EFL teachers’ reflective teaching and EFL learners’ reflective thinking and the role of teaching experience and academic degree in reflection perception. Reflective Practice, 19 (1), 46-67.
44. Stepanov, S.Y., & Semenov, I.N. Psychology of reflection: problems and studies. http:// www.voppsy.ru/issues/1985/853/853031.htm
45. Sycheva, A.V. (2004). Innovative approach in developing professional qualifications of language teachers within the framework of CEFR. diss. Kand. Ped. Nauk.
46. Urazbaev, K. (2020). Piloting the Uzbek Model of European Language Portfolio: Preliminary Results. International Journal Innovation, Creativity and Change, 12 (10), 353-365.
47. Wade, R.C., & Yarbrough, D.B. (1996). Portfolios: A tool for reflective thinking in teacher education? Teaching and teacher education, 12(1), 63-79.
48. Wang, P. (2011). Constructivism and learner autonomy in foreign language teaching and learning: To what extent does theory inform practice. Theory and Practice in Language Studies, 1 (3), 273-277.
49. Wedelin, D., & Adawi, T. (2014). Teaching mathematical modelling and problem solving-A cognitive apprenticeship approach to mathematics and engineering education, 49-55.
50. Wenden, A. (1991). Learner strategies for learner autonomy.
51. Zagvozdkin, V.K. (2005). Portfolio method – something more than way of alternative assessment, Pedagogicheskaya diagnostika, 1, 125-166.



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.