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。初中生参与了日语实验，而EFL初中生和护理学校的学生参与了英语实验。这些实验的结果表明，档案袋可以有效地培养学生的自我调节学习态度。此外，在档案袋开发的过程中，会议，这是在档案袋创建的关键要素之一，被发现是一个非常有效的脚手架日语学习者。此外，他们的英语能力被发现在小组学习中发挥了重要作用。这些研究的结果表明，学生和教师都花了太多的时间和精力来开发档案袋。因此，使用问卷进行调查研究，以调查是否简化的档案袋所期望的教师和学生谁将是未来的教师。研究发现，如果简化投资组合，投资组合可以得到更广泛的使用。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，在大小和内容上都得到了简化。创建投资组合的时间也缩短了。在此条件下，对护理专业学生进行了实验，结果表明，简化档案袋作为一种教学工具，对培养学习者的自我调节学习态度也是有效的。

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.