Some practical considerations on students’ portfolios and its application in teaching and learning English pronunciation

Abstract

The present paper is intended as an empirically motivated discussion of some practical considerations on the use of students’ portfolios as a methodological alternative to current university pedagogical practices. After describing the defining characteristics of the portfolio as well as its purported advantages and drawbacks, the main stages involved in its elaboration and use are discussed and illustrated with examples from a portfolio-based project aimed to teach English pronunciation at the University of Murcia. A brief analysis is then presented of the content of the portfolios produced by the students taking part in that project, followed by a summary of their perceptions on the elaboration process. Finally, a number of pedagogical recommendations are suggested as to the use of students’ portfolios for syllabus planning and implementation.