View Content #17169

By Aleidine J. Moeller, University of Nebraska-Lincoln

Recently, ACTFL/NCSSFL released the LinguaFolio “Can do” statements that serve as progress indicators for language learners to allow them to realize language and culture progress in all modes of communication (interpersonal, interpretive, presentational). LinguaFolio is designed to promote self-regulation through self-assessment and the development of learning strategies to improve learning.  This formative assessment tool has been tested at the classroom level to determine its impact of this intervention on language achievement and proficiency.

Moeller, Theiler and Wu (2012) conducted a five-year, quasi-experimental study with twenty-three school districts and determined that the ability of language learners to set goals is linked to higher motivation, language achievement, and growth in proficiency. The same high school students (n=1544) and teachers (n=21) were followed for five years, and proficiency samples in reading, writing and speaking were archived and reviewed each year.  The study revealed a significant relationship between growth in goal setting ability and growth in proficiency (HLM, p<.001). Students who were taught and participated in short- and long-term goal setting via “Can do” statements achieved higher levels of language proficiency as measured by the Standards-based Measurement of Proficiency (STAMP) (Moeller & Theiler, 2012). 

Ziegler and Moeller (2012) reported higher intrinsic motivation and task value (p<.05) when teachers integrated LinguaFolio regularly and frequently. Goal writing (LinguaFolio) also related to more accurate self-assessment of language ability for students (p<.001). This study with postsecondary French and Spanish language students revealed that goal writing benefits not only beginning language learners but advanced students as well and that LinguaFolio should be implemented throughout the duration of the language learning experience.

Ziegler (2013) conducted a quasi-experimental study (control and experimental group) with the European Language Folio or ELP (the equivalent of LinguaFolio in Europe) with twenty-eight classrooms in six schools in Germany (n=575) and revealed that those students using the European Language Portfolio displayed:

–    higher task-value (p<.001) 
–    higher self reported usage of learning strategies consistent with Self Regulated Learning (p<.001) 
–    higher student evaluation of the ELP (p<.001)

This study also revealed that students using the ELP once per semester actually had a negative evaluation of the ELP while students using it four times per semester experienced a dramatic positive jump. Those students who used the ELP seven times experienced an even greater positive view of the ELP than those using it four times (p<.001), documenting that the more the ELP is used, the better.

Dema Clarke (2013) conducted an ex-post facto study to determine whether students who experienced LinguaFolio as an intervention in the foreign language classroom achieved higher academic outcomes as measured by cumulative GPA and ACT scores in math, science, reading, and English in comparison to students who were not exposed to LinguaFolio. Her findings revealed:

–    LinguaFolio students performed better on the ACT exam in all 4 sections (math, science, reading, and English) 
–    LinguaFolio students had higher cumulative GPA

She further found that an increase in the number of years of using LinguaFolio resulted in a higher cumulative GPA and better student performance on all four sections of the ACT exam combined and separately.
Dema Clarke concluded that including LinguaFolio goal setting significantly affected academic performance as measured by ACT and grade point average and promoted the development of self-regulation skills.

References

Clarke Dema, O. (2013). LinguaFolio goal setting intervention and academic achievement: increasing student capacity for self-regulated learning. Unpubished doctoral dissertation. University of Nebraska-Lincoln. Lincoln, NE.

Moeller, A J., & Theiler, J. (2012). Writing in the Spanish language classroom: A mixed methods study. In Aligning Frameworks of Reference in Language Testing. Erwin Tschirner, Ed. Tübingen, Germany: Stauffenburg Verlag. 171-197.

Moeller, A. J.,  Theiler, J. & Wu, C. (2012) Goal setting and student achievement: a longitudinal study.  Modern Language Journal, 96 (2). 153-169.

Ziegler, N. & Moeller, A. J. (2012). Increasing self-regulated learning through the LinguaFolio. Foreign Language Annals, 43 (3). 330-348

Ziegler, N. (2014). Fostering Self-Regulated Learning Through the European Language Portfolio: An Intervention Mixed Methods Study. Submitted for review.