Cristian Danilo Palomino Maldonado

Universidad del Tolima

SELF-VIDEO AND AUDIO-RECORDING PORTFOLIO: A TOOL TO EXPLORE

AUTONOMOUS LEARNING

CRISTIAN DANILO PALOMINO MALDONADO

UNIVERSIDAD DEL TOLIMA

MASTER’S DEGREE IN ENGLISH DIDACTICS

28-06-2017
 Cristian Danilo Palomino Maldonado

Universidad del Tolima

SELF-VIDEO AND AUDIO-RECORDING PORTFOLIO: A TOOL TO EXPLORE

AUTONOMOUS LEARNING

Research Question

To what extent a self-video and audio-recording portfolio can foster students’ autonomous

learning at Colombo Americano Ibagué?

General Objectives

To explore the effects of using a self-video and audio-recording portfolio on students’

autonomous learning at Colombo Americano Ibagué.

Problem Statement

According to a series of observations I carried out at Colombo Americano Ibagué with

some students from different levels, I could gather details in relation to students’ actions in their

classes. For instance, a high number of students usually did not bring their assignments done for

English class. When asked about vocabulary worked in previous classes, they did not provide a

positive answer. In another case, when the teacher asked them for English learning videos they

were expected to check on the web, they also did not give a positive response. All these

situations hold up teacher’ activities and plans for the class because they were forced to work

once again on topics they had already taught. Based on these situations, I wondered whether

students had ever been exposed to any type of autonomous learning strategies since they do not

do their assignments or extra work on time.

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Given that, the self-video and audio-recording portfolio (S.V.A.R.P) was developed as a

tool to foster autonomous learning, this tool’s importance lies on its significant and meaningful

effects it may contribute to the development of autonomy. Bearing this in mind, Little (1991),

defines autonomy as “the capacity to reflect critically, to make decisions, and to act

independently”. I think this concept could be seen as pivotal for it has fundamental implications

within the English language learning community and let people develop an ability to take

responsibility for their own learning. Due to students misunderstanding of this concept as well as

its real use, it leads them to depend too much on the teacher’s instructions. Consequently, it is

important to remember that Colombo Americano provides the students with a certain amount of

independent work hours which in most of the cases students tend to forget or show themselves

unwilling to take advantage of them. This issue requires an innovative solution which somewhen

will prove to be useful not only for Colombo Americano students but also for teachers, since this

instrument may provide them with a brand-new tool which might help them handle and fulfil the

lack of autonomous learning on their students.

Justification

Since autonomy is the ability to work independently i.e to work under one’s law and own

desires and to make an informed and coerced decision, I consider the development of this ability

to be pivotal for learners’ language success. In order to achieve such autonomous attitude

towards learning, it is essential to think up an instrument that would foster students’ autonomy

which eventually would improve positively students’ language learning process. In the lights of

what has been put forward up to this point, in order to promote autonomous learning I consider

the self-video and audio-recording portfolio an instrument which may encourage Colombo
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Universidad del Tolima

Americano Ibagué students to be aware of their independent work hours, thus become

independent individuals.

As it is evident, the implementation of this tool may have a positive impact on the two

main agents of the classroom, the teacher and the student. As for the former, there will be an

improvement and also an alternative of following students’ development by means of

technological devices along the semester. On top of that, the teacher will promote on students an

agenda to work independently throughout their English course which simultaneously will

promote language development. On the other side, this tool may open possibilities for students to

be aware of the value and usefulness that independent study brings to their academic success,

correspondingly this tool will also give students possibilities to reinforce what they have learnt in

previous classes allowing both, the teachers and the students to follow the course’s lesson plans

without constraints. Furthermore, learners will be given the opportunity to discover the multiple

uses and impact technological devices have on their studies. In short, we expect the

development of independent attitudes to be one of the main benefits this instrument will bring.

Research Design

Context

Colombo Americano Ibagué is a private English institute located in Ibagué, Tolima at

Cadiz neighborhood. This Institute offers a wide English program to people from different strata.

Design of the project

The data collection of this collaborative action research will be carried out athwart four

virtual sessions using Pathbrite website which is a virtual platform I am going to use with our
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students. In there, participants will be able to see what the assignments, instructions and

deadlines are for their given tasks. The number of tasks (sessions) I will apply are four and each

one is to be uploaded to the platform on Fridays. The first task is special for I want to have a

general view on students language performance so as to give them feedback on this activity (It is

vital to clarify that the feedback process will be given using Pathbrite section comments) which

will be the starting point for them to embark upon tackling the areas to work on and improve in

the following recording exercise. This procedure will take place up to the fourth recording.

Additionally, Pathbrite also provide students with the possibility to reflect upon their work

allowing them to reflect critically on the tasks they do. This reflecting process will have a

positive impact on my participants for they can also trace and have a record on how they have

been progressing across the virtual course.

The data collection process will be executed by using three different instruments. The

first one is a Focus Group in which I will set an appropriate and comfortable environment

intended to let students express their conceptions, beliefs, frequency and strategies they think

they use to be autonomous. The amount of Focus Groups will be determined depending on the

student’s performance regarding the objectives of this research and difficulties the participants

may face. The second one is a video recording tool which will be a complement during the focus

group session. We will record the entire sessions since there might be some characteristics such

as facial expressions, smiles, gazes, body language, etc that the moderator. As result, all these

moments may be revealing when transcribing the notes into the logbook. Finally, I will use

Journals which are included in Pathbrite platform. In that space, participants will be able to

reflect upon the experiences during the process of doing the activities. We will look for
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emotions, feelings, reactions, suggestions, etc. that will serve me to analyze the impact of using

this e-portfolio on the autonomy development.

Theoretical Framework

This chapter is based upon the following constructs: Autonomous learning, ICT and

Portfolios. This section is also supported by research which are related to the field I discuss in

this paper.

Autonomous learning

Through time there has been an increasing trend in creating ways to foster students’

autonomy in order to create more responsible, conscious and independent learners. Malcolm

Knowles (1975) identified autonomy as “a process in which individuals take the initiative, with

or without the help of others, in diagnosing their learning needs, formulating learning goals,

identifying human and material resources for learning, choosing and implementing appropriate

learning strategies, and evaluating learning outcomes” (p. 18). Taking this into account, students

under observation will be provided with a different tool which we expect it to help them to set up

objectives, learning goals, find resources and ways that finally let them obtain the information

they require so as to develop the proposed activities.

To enrich autonomy concept, it is of great importance to refer to Benson who says that

“in language, autonomy learning is nothing but the ways in which learners control their purposes

and ways to learn languages” (p. 1). In addition, there is Holec (1983) autonomy concept which

he develops as “the ability to take charge of one’s own learning” (p. 3). Bearing in mind the

previous definitions, I effectively consider autonomy as an ability facilitated by the teachers

allowing students to recognize their pivotal role in determining and carrying out the best ways to

learn by setting objectives, strategies, and reflecting upon their own learning processes, an
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activity which will eventually lead them to improve their learning practices. I also support this

definition by referring to Aleida Ariza Ariza (2008) who says that this eventually will develop a

learner whose characteristics will be “of an independent, responsible, organized, analytic, and

conscious individual able to cope with the new challenges society presents” (p. 48,49).

ICTS

From XXI century the implementation of ICT in educative context has exponentially

grown because it has been found to be a new effective alternative to gain knowledge. As time has

passed, the ICTs have become a powerful and almost a universal mean to learn, not only during

classes or at schools, but also to learn independently. According to Leu et al (2004), “teachers

will find as a challenge guiding students' learning in information environments because they are

richer and more complex than the traditional printed material”. If the process of taking students

to an information environment is successful, this will let students and teachers to have richer and

unlimited learning opportunities, a fact which will make teaching a more holistic process.

Although we think students can also be empowered as long as teachers integrate and promote

information technologies properly during teaching processes so as to trigger student’s awareness

about the high benefits ICTs bring to their lives; since nowadays ICT is not limited just to

classroom interaction.

As Smith and Baber (2007) stated “technologies can empower them as teachers and improve

their teaching as well” I also believe that students can be favored because as long as the teacher

take advantage of this technological tools, and also promote them during the classes and for

students all of them will discover the potential benefits ICTs have for their academic and

classroom performance success. Besides this, Ministry of Information Technologies and

Communication (2004) from Colombia also supports the meaningful impact it has on education
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field and in this case to autonomous learning by declaring that one of the main didactics and

pedagogics advantages is the “promotion of freer and autonomous learning styles”. In addition,

two studies carried out by Universidad de los Andes (2010) and Centro Nacional De Consultoría

(2015) demonstrated that schools which were exposed to the implementation of ICTs showed a

significant improvement in different features such as attrition rate (3,6%), dropout rates(4,3%),

performance on Pruebas de Conocimiento Saber (10,6%), and Higher access education rate

(7,5%). On top of that, this ICT implementation showed a new teaching practices for the teachers

and an increasing rate of students interested on this new devices on their and for their classes.

All in all, it is evident that the use of ICTs in education bring pivotal changes for both

teachers and students. Regarding teachers, a new set of strategies and ways to carry out their

teaching process. For students, because they see technological devices as interesting and

innovative ways in which they can learn and discover about many different subjects using the

best way they consider, discovering their learning styles.

Portfolio as an effective tool

Bearing in mind the increasing autonomy development tendency and the portfolio

as one of its main triggering tools, that is why this project bring forward to promote

autonomy. Up to this point, it is salient to refer to some authors so as to have a wide idea

of what a portfolio is. As for L. Paulson, R. Paulson and Mayer (1991), they refer to

portfolios as “a purposeful collection of student work that exhibits the student’s efforts,

progress and achievements in one or more areas” (p.15). In this work, we are also aiming

at pointing out the student’s progress and their achievements during the process.

Furthermore, Dr Helen Barrett (Referring to Campbell., et al 1997) holds that “a portfolio

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provides a richer picture of student performance than can be gained from more traditional

objectives forms of assessment”. In this context, this research proposal is also bound to

identify learners’ performance by using the self-video and audio-recording portfolio.

To enrich this portfolio’s concept it is necessary to appeal to Dr Mary Diez’

metaphors in which she compares portfolios as “a mirror, because it captures the

reflective nature of the portfolio i.e allows students to “see” themselves over time; as a

map, since help learners to create a plan and set goals; as a sonnet forasmuch it provides a

framework, but the contents can showcase creativity and diversity” (21). Bearing in

mind the previous framework of concepts, I effectively consider portfolios as a powerful

instrument that encourages learners to reflect upon their work as well as to improve the

ways in which they deal with them. As a collateral effect, portfolios will lead students to

be utterly aware of their learning path, or as L. Paulson, R. Paulson and Mayer (1991)

would say “to become an independent and self-directed learner” (p. 63).

Types of portfolios.

There are a variety of portfolios which teachers can use in their classes according their

objectives and students’ needs. Holly Clark sorted portfolios into three types. First, process

portfolios which stand for highlighting the process of learning and not the outcomes. Secondly,

showcase portfolios in which students display their best achievements. Last but not least are

hybrid portfolios, on this one, students are able to reflect upon their learning as well as to share

their most meaningful activities. This project will make use of hybrid portfolio because it allows

students and teachers to behold both, the process learners did during the semester as well as the

best achievements they attained. That said, I am going to apply an electronic portfolio (e-

portfolio) which Helen Barrett (2000) defines as “an electronic tool which contains artefacts that
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may be in analogue forms, such as videotape, or maybe in computers readable form” (slide. 8).

Due to the video and audio recording feature, the portfolio to be used is clearly categorized as an

electronic portfolio.

Furthermore, this project is looking forward to develop autonomy in students by fostering

the two essential ingredients which are motivation and commitment by using an electronic

portfolio. For me, it is important to refer to Bedoya’s statement (2014) in her project The

exercise of learner autonomy in a virtual EFL course in Colombia where she realizes that the

implementation of an ePortfolio “leads to reduce the high levels of dependence and lack of self-

confidence.” (p. 48,49). This collaborative action research identifies a valuable tool for

promoting the development of autonomy: A Self-video and audio-recording portfolio using

communicative technology resources. Cuesta and Ricón (2010) stated that “electronic portfolio

(e-portfolio) has emerged as a tool that integrates classroom instruction with performance

assessment which can also become an effective learning and assessment tool if the aims and

goals are clearly stated”. Taking this into account I aim to include this practical tool into

students’ English learning process because I found that dependency and self-doubt constraints

the teacher‘s plans for the class, and the students for they keep a dependence relation with the

teacher (as we previously mentioned in the justification).

To give extra support to this idea, I consider relevant to refer to Pedraza and Villalobos

(2011) who said that “In the educational context the e-Portfolios help to guide, motivate and

track training processes and facilitate communication between participating agents” (p.1). For

me, it is interesting to see that they incorporate an extra characteristic in e-Portfolios which has

to do with smoothing channel that can built with the students and the teacher.
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For this collaborative action research I am going to acknowledge and retrieve some

important aspects from Cuesta and Rincon’s finding in their research article called Short story

student-writers: active roles in writing through the use of e-portfolio dossier I consider relevant

for this project. On their report certain features such as clarity, creativity, attractiveness and

effectiveness were identified as features to keep in mind when developing an ePortfolio task.

In this sense, e-Portfolios bring benefits not only to students’ independent development, but also

for their language skills through the identification of four features. Clarity on grammatical

structure and pronunciation will be one a quality to be analyzed. Creativity will be distinguished

depending on learner's capacity to create their own speeches and images designs that will be used

during the self-video and audio recording tasks. Attractiveness will be evaluated as to student’s

ability to make catching their videos’ appearance and the topic itself. Finally, Effectiveness will

be measured regarding pupil’s development on pronunciation, fluency, linguistic structures and

many other implicit aspects of language of which feedback will be given throughout the course

and their tasks. All these aforementioned features will be patterns I expect to see during the

development of the participants’ tasks. This will lead students to rely on their own capacities

(autonomous attitudes) to create a successful product of which they will feel proud of.

Likewise, Izquierdo and Jimenez’s article (2014) will contribute to this research project,

providing us with 3 determining features they found in their investigation called Building up

Autonomy Through Reading Strategies. The first one was decision making triggering, which will

be an essential feature of the project since it also pretends to enable students to take decisions

when recording the portfolio’s tasks. This means they will take the initiative to practice self-

recordings in order to improve fluency, pronunciation and other aspects of language.

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Consciousness is the second feature they found during their research process. For me, this

is pivotal in the learning procedures, for it fosters students to be more reflective and open minded

regarding the value self-video and audio-recording tasks may have on their academic success and

began using it as a strategy to trigger autonomous attitudes. Finally, motivation is a significant

point to be stimulated. Izquierdo and Jimenez realized that motivation was fostered by using

three reading strategies (Scanning, Skimming and making predictions). In this case, I hope to

motivate students to use the electronic portfolio endorsing them to talk about what they like the

most. As collateral effect they may also evidence improvement in their language skills.

Undoubtedly, I find the use of e-Portfolio (a self-video and audio recording portfolio) a

worth implementing tool in our classrooms if what we, as teachers, are expecting is to develop

autonomous and independent attitudes on our students, which will lead them to face and cope the

challenges and obstacles they may find in the academic and career fields.

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