Practical Implications of a Constructivist Approach to EFL Teaching in a Higher Education Context

University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: [email protected]; Web site: http://ro.uow.edu.au/jutlp

Y

18

Foreign Countries; Higher Education; Second Language Learning; English (Second Language); Tourism; College Students; Student Attitudes; Self Evaluation (Individuals); Student Role; Action Research; Constructivism (Learning); Communicative Competence (Languages); Portfolios (Background Materials); College Faculty; Questionnaires; Comparative Analysis

1449-9789

Traditional pedagogical approaches may not be the best way to cater for the specific needs of learners in higher education settings, particularly those of university students with special expectations and professional prospects. The question of enhancing language learning awareness as a means of fostering the acquisition of a foreign language certainly is a key issue for future professionals within the tourism industry. This article analyses the introduction of portfolios in the English class through an action-research experience which was carried out among students of a Bachelor's Degree in Tourism and Hospitality Management in Spain. The participants were asked to express their opinions on their progress in terms of key competences, the ability to reflect critically about their strengths/weaknesses, and the importance of taking an active part in their learning process through peer/self assessment.

As Provided

40

2014

EJ1017107