Evaluating the implementation of the European language portfolio in terms of teachers' and students' opinions

European Language Portfolio, which is a learning tool and was developed by the Council of Europe in order to constitute a common understanding among the member states in the field of language learning and to take steps to foster learner autonomy, has been started to be piloted in the member states since 1998. In this study, the aim is to evaluate the piloting process of the European Language Portfolio in Terakki Foundation School. For the evaluation, the opinions of 231 6th grade students and their 7 language teachers are collected through questionnaires. An 18 item student questionnaire and a 23 item teacher questionnaire developed by the researcher herself are applied at the end of 2003-2004 school year. The percentage and frequency calculations are done, the results are transferred into tables and interpreted. According to the students, the European Language Portfolio contributes in fostering learner autonomy but there's no agreement among students about its contribution in improving language learning process inside the classroom. Students think that the European Language Portfolio, which was developed for this specific piloting, is a practical tool. According to the teachers, the European Language Portfolio contributes in fostering learner autonomy and improving language learning process inside the classroom. Also, the teachers think that the European Language Portfolio, which was developed for this specific piloting, is a practical tool and it facilitates the lesson preparation and execution process. IX