Effects of portfolio implementation and assessment on critical reading and learner autonomy of ELT students

In this study we have implemented portfolio assessment system in two preparatoryreading classess in the English Language Teaching department to see the effects ofimplementation on critical reading and learner autonomy of these students. The studyalso attempts to explore students? feelings of the change they underwent as a result ofthe implementation. The study was conducted with 43 preparatory class studentsstudying at Çukurova University English Language Teaching Department in theacademic year of 2005-2006.During the study we adopted a constructivist approach. The data collection and dataanalysis was done via adopting a naturalistic/interpretative approach. Data wereobtained from a set of interviews, a focus group interview, written documents, and theautonomy and critical reading checklist.In order to achieve the aim of the study, the students? beliefs about critical reading wereelicited at the beginning of the implementation and at the end of the implementation. Tosee the effects of portfolio implementation on learner autonomy we applied autonomyenhancing activities and through the data collection tools we tried to focus on theimprovement in students regarding autonomy. Also, a comparison between their ideasabout critical reading and autonomy in the checklist and their elicited beliefs was done.It is suggested that the findings of the study may have siginificant implications for theuse of portfolio to enhance critical reading and foster learner autonomy in preparatoryreading classes.Key Words: Reading Portfolios, Critical Reading, Learner Autonomy, Constructivism.