A Study on Utilizing Portfolios as an Instructional tool for Nurturing Self-Regulated Learning Attitudes in Language learning

本研究的目的是阐明档案袋作为语言学习（日语和英语）教学工具的有效性。初中生参与日语实验，外语初中生和护校学生参与英语实验。实验结果显示，档案对培养学生的自主学习态度有显著的效果。此外，在作品集开发过程中，会议作为作品集创作的关键要素之一，对日语学习者来说是一个非常有效的脚手架。此外，他们的英语能力在小组学习中发挥了重要作用。这些研究的结果表明，学生和教师都花费了太多的时间和精力来开发作品集。因此，我们采用问卷调查的方式来调查教师和未来教师的学生是否期望简化作品集。研究发现，如果简化投资组合，它们可以得到更广泛的应用。因此，由于学习者对会议的评价非常高，因此会议中使用的文件，如会议表或会议反思表，在大小和内容上都进行了简化。创建投资组合的时间缩短了一半。在此条件下，以护理学校学生为研究对象进行实验，结果表明简化档案对培养学习者自我调节的学习态度同样有效。

The purpose of this study is to clarify the effectiveness of portfolios as an instructional tool in language learning (Japanese and English). Junior high school students participated in the experiment of Japanese language, while EFL junior high school and nursing school students in that of English. The results of these experiments revealed that portfolios were effective in nurturing students' attitudes for self-regulated learning. Also, in the process of portfolio development, conferencing, which is one of the crucial elements in portfolio creation, was found a very effective scaffolding for Japanese learners. Also, their English abilities were found to play a significant role in group learning. The results of these studies showed that it took both students and teachers too much time and efforts to develop portfolios. Thus, survey studies using questionnaires were conducted to investigate whether simplification of portfolios were expected by teachers and students who would be future teachers. The studies found that portfolios could be used more widely, if they were simplified. Therefore, since conferences were very highly evaluated by learners, documents used in conferences, such as conference sheet or conference reflection sheet, were simplified in size and content. The period for creating portfolios was Iso shortened. Under these conditions, experiments were conducted with nursing school students, which revealed that simplified portfolios were also effective as an instructional tool for nurturing self-regulated learning attitudes of learners.