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The study investigated to what extent the European Language Portfolio (ELP) canpromote self-directed learning in the School of Foreign Languages at Anadolu University inthe 2005-2006 academic year. The study also examined the attitudes of students, teachers andadministrators towards the ELP and its implementation into the curriculum.Five data collection instruments were employed in this study. Interviews wereconducted with students, one teacher, and administrators. Questionnaires were given to thestudents. Besides, student learning diaries and student ELPs were collected. Groupdiscussions were held with teachers and students, as well.The results revealed that most of the students carried out self-directed learning activitiesand had positive attitudes towards the ELP although they had difficulties in setting theirlearning goals and assessing their language learning processes. The teachers reported that theELP could be used to promote self-directed learning; however, it could be difficult to use theELP with the student profile in this school. The administrators also felt positive towards theELP and believed that pilot projects should be conducted before implementing the ELP intothe curriculum.The results suggested that the ELP could be used as a first step to promote self-directedlearning in the School of Foreign Languages at Anadolu University.Key words: ELP, self-directed learning