Abstract

In 2011 the Language Centre of the University of Parma introduced a self-study programme aimed at creating an autonomy-inspired language learning environment. Students are actively engaged in the management of their own learning and co-directed by advisors and teachers in the phases of planning, monitoring and assessment. Reflective diary writing has played such a crucial role in the programme that it was decided to extend the learner diary and implement the ELP. The model used is an online version of the canonical ELP (Little and Perclová 2001), consisting of a language passport, a language biography and a dossier; it is based on the principles of reflective learning, self-assessment and learner autonomy (Little et al. 2011, The European Language Portfolio: The story so far (1991–2011). Strasbourg: Council of Europe. https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?documentId=09000016804595a7). The e-portfolio allows students, teachers and language advisors to keep track of the learning process at every stage; furthermore, learners are involved in goal-setting and the evaluation of learning achievement. Besides including a learning diary, the e-ELP fosters interaction among peers and teachers. The present report outlines the structure and pedagogical aspects of the e-portfolio devised by the Language Centre of the University of Parma and presents the first results obtained after the pilot project.