GOAL SETTING AND

LEARNING HOW TO LEARN

European Language Portfolio Templates and
Resources
Language Biography

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Council of Europe / Conseil de l’Europe
August 2003/February 2011 DG IV/EDU/LANG (2003) 4 rev (2011)

European Language Portfolio

Goal setting and learning how to learn

TEMPLATES

The pages presented here may be used as they are or

adapted to suit the needs of a particular group of learners. It
is strongly recommended that potential users read the
introductory text

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 European Language Portfolio
Learning how to learn
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The ELP and learning how to learn

According to the Principles and Guidelines (Council for Cultural Cooperation 2000), the ELP
“reflects the Council of Europe’s concern with … the development of the language learner
[and] the development of the capacity for independent language learning”. The ELP is “a tool
to promote learner autonomy” and has “a pedagogic function to guide and support the learner
in the process of language learning”. The language passport “allows for self-assessment”,
while the language biography “facilitates the learner’s involvement in planning, reflecting
upon and assessing his or her learning process and progress”.

Learning how to learn and the Common European Framework of Reference for
Languages
According to the Common European Framework of Reference for Languages (CEFR;
Council of Europe 2001, pp.11f.), the general competences of an individual comprise:
 knowledge – declarative knowledge resulting from experience and from more formal
learning;
 skills and know-how – which depend more on procedures than on declarative knowledge;
 existential competence – “the sum of the individual characteristics, personality traits and
attitudes which concern, for example, self-image and one’s view of others and willingness
to engage with other people in social interaction”;
 ability to learn – which “mobilises existential competence, declarative knowledge and
skills, and draws on various types of competence”.
In its most general sense, savoir-apprendre is the ability to observe and participate in new experiences
and to incorporate new knowledge into existing knowledge, modifying the latter where necessary.
Language learning abilities are developed in the course of the experience of learning. They enable the
learner to deal more effectively and independently with new language learning challenges, to see what
options exist and to make better use of opportunities. Ability to learn has several components, such as
language and communication awareness; general phonetic skills; study skills; and heuristic skills. (ibid.,
pp.106f.)
The CEF notes five ways in which “learners may (be expected/required to) develop their
study skills and heuristic skills and their acceptance of responsibility for their own learning
[…]:
a) simply as a ‘spin-off’ from language learning and teaching, without any special planning or
provision;
b) by progressively transferring responsibility for learning from the teacher to the pupils/students and
encouraging them to reflect on their learning and to share this experience with other learners;
c) by systematically raising the learners’ awareness of the learning/teaching processes in which they are
participating;
d) by engaging learners as participants in experimentation with different methodological options;
e) by getting learners to recognise their own cognitive style and to develop their own learning strategies
accordingly.” (ibid., p.149)
Items b) – e) in this list describe ways of developing and exploiting the pedagogical function
of the ELP.
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Learning to learn and self-assessment
Self-assessment is fundamental to the ELP. The self-assessment grid in the language passport
provides an overview of L2 proficiency against which the learner can update his/her L2
profile at regular intervals, for example, at the end of a school year or a university semester,
or after a period of residence abroad. Self-assessment in the language passport thus serves a
summative function similar to an end-of-year or end-of-course examination. The goal-setting
and self-assessment checklists in the language biography, on the other hand, serve a formative
function, since they are designed to accompany learning from day to day, week to week and
month to month.
The twofold self-assessment function of the ELP provides a formal framework for
pedagogical approaches that explicitly pursue the development of learner autonomy: learning
to learn and learning to assess oneself are two sides of the same coin. The sample pages that
follow propose various ways of helping learners to record and reflect on the development of
their learning skills.

The sample pages

The sample pages that follow are divided into three sections. The first contains twenty-three
annotated examples selected by David Little and Barbara Lazenby Simpson (Ireland) from
nine validated ELPs that between them cater for language learners from primary level through
to university/adult. The second and third sections contain additional pages developed by
Barbara Lazenby Simpson for younger and adolescent/adult learners respectively. The third
section also contains a page developed by Francis Goullier (France) that allows the learner to
keep a record of his/her learning progress.
Some pages focus on learning to learn a particular language, while others are concerned with
learning to learn languages in general. Some pages can quite easily be adapted to make them
suitable for use by age groups other than the one they were designed for. Many of the pages
are designed to be used recursively; most of them will need to be duplicated a number of
times if they are to accompany an extended period of language learning/use.
ELP developers are free to use these pages as they stand or to adapt them to suit the needs of a
particular learner population. They should always be reviewed in terms of (i) the above
discussion and (ii) the overall design of the ELP in which they will be used.
David Little (on behalf of the ELP Validation Committee)

References
Council for Cultural Cooperation, 2000: European Language Portfolio (ELP): principles and
guidelines. Strasbourg: Council of Europe (DGIV/EDU/LANG (2000) 33).
(http://culture.coe.int/portfolio)
Council of Europe, 2001: Common European Framework of Reference for Languages:
Learning, teaching, assessment. Cambridge: Cambridge University Press.

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 Section 1

Pages taken from nine validated ELPs

(Selection made by David Little and Barbara Lazenby Simpson)

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 What I want to learn in English (1)
……………………………………………………………………………….
Draw a picture!

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IRELAND: Primary migrant

(1) Supports reflection on existing knowledge and identification of

personal learning needs. Begins to raise awareness of the individual
nature of language learning. In a very simple way, passes some of the
responsibility for decision making to the learner.

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 Now I can talk about
_________________

Draw a picture!

My new words (1) (2)

_____________ ____________

___________ ________ __________

______________ _____________
IRELAND: Primary migrant

(1) Encourages reflection on learning and the articulation of newly learnt items.
(2) Supports the development of personal strategies for collecting and organizing
new lexical items.

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My general aims and reflections

Language ……/……/20……

I am learning this language because (1)

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In this language I want to be able to (2)

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Things I like doing in language class (3)

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Things I am good at (4)

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Things I find difficult (4)

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IRELAND: Lower and upper secondary

(1) Supports reflection on reason(s) for learning and, by implication, the ‘macro’
objectives of language learning.
(2) Provides a focus for target-setting.
(3) Helps owner to identify personal cognitive style.
(4) Raises awareness of personal strengths and weaknesses in terms of both learning and
language.

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Setting goals and thinking about learning

Language

……/……/  My next target (1)

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20……
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How well did I achieve it (2)

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20……
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What have I learnt about myself or about learning? (3)

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20…… …………………………………………………………………………………………….

……/……/  My next target (4)

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20……
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How well did I achieve it? (5)

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20……
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What have I learnt about myself or about learning? (6)

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20…… …………………………………………………………………………………………….

IRELAND: Lower and upper secondary

(1) The learner takes responsibility for identifying new learning targets.
(2) Reflection on learning and self-assessment.
(3) Reflection on learning, personal cognitive style, use of strategies.
(4) Awareness of existing knowledge is used as the basis for identifying the next target.
(5) Self-assessment in relation to specified target.
(6) Reflection on the learning experience in order to identify, for example, personal
learning traits, cognitive style, effective use of strategies, etc.

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 How I solve communication problems

Language
Problem (1)
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Solution (2)

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Problem (3)
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Solution

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Problem
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Solution

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IRELAND: Lower and upper secondary

(1) Reflection on learning and performance via articulation of a communication problem.

(2) Using experience and experimentation to find a possible solution.
(3) The recursive nature of learning is emphasized in the repetition of the activity: reflection
on the same or a new problem; finding another possible solution.

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 Methods I use to learn languages

Language
What I do and why it helps me (1)
……/……/20……

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What I do and why it helps me

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What I do and why it helps me

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What I do and why it helps me

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What I do and why it helps me

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IRELAND: Lower and upper secondary

(1) Reflection and analysis of personal cognitive style.
The repetition of this activity, with a place to note the date of reflection, allows the
owner to:
 record his/her reflections over a long period of time;
 review his/her development of learning awareness over time;
 gradually identify, with increasing accuracy, the appropriate learning
approaches and strategies for his/her cognitive style.

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My plans
What I want to achieve, what I want to improve, what I want to learn in a
foreign language.

Think about what you are good at and what you need to work harder on (1) (2).

Write down what you want to achieve (3), e.g. to be able to write a one-page letter about myself,
to be able to write an answer to an advertisement, to be able to fill in a questionnaire or an
application form in a foreign language, to learn to quickly search for the information in a text and
on the Internet.

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CZECH REPUBLIC: Upper secondary

This page brings together:

(1) Reflection on individual strengths and weakness, which includes
(2) Self-assessment
(3) Target-setting

The open structure of the page is constrained by prompts designed to help the
owner to identify and articulate learning targets.

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My objectives
Formulate the objectives and plans for language learning; the pages can be
organised individually.
What do I want to learn? (1) How do I want to learn? (2)
Why do I want to learn a language, what do I need to be able to do in it, and how would I like to
go about it? Am I learning the language for my job, for travel, or for study? Is it more important
for me to understand, to read literature or to write? Do I want to attend a course, learn in a
tandem partnership, or have a stay in a foreign language area? (3)

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SWITZERLAND: Learners 15 +

This open page begins with target setting (1) and the identification of personal
learning styles/strategies (2). The learner proceeds to (3) reflect on his/her
reasons for learning and priorities in learning.

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 Learning

When I want to learn something new I like to: (1)

Yes No Don’t know

 X ?
Hear it first, then say it

Say it again and again to

myself
Use it in class with my teacher

Use it with other people

in my class
Use it outside class

Write it in my notes

Use a tape and listen to

it again and again

My favourite ways of learning are: (2)

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IRELAND: Adult migrant (A1 level)

(1) Simple prompts are provided as a means of stimulating reflection on

learning. The language used in the prompts is basic and refers to concrete
learning activities.
(2) Learners use the prompts provided and, where possible, their own
reflection to articulate their personal learning approaches.

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 Learning

I learn best by: (1)

Yes No Don’t know

?
Hearing new information, then
repeating it
Repeating it to myself again and
again
Using it in a real situation as soon as
possible
Writing and memorizing it from my
notes
Recording it on a tape and
listening to it at home

Writing it in my notes and

reviewing my notes from time
to time

My favourite learning activities are: (2)

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IRELAND: Adult migrant (A2 level)

The prompts on this page assume a somewhat higher level of proficiency than the
prompts on the previous page. They support
(1) Reflection on the owner’s personal cognitive style
(2) Specification of personal learning approaches/strategies.

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 Learning
The most effective learning activities for me, in order of effectiveness are:
(1 = most effective, 10 = least effective) (1) (2)

10

My strategies for preparing a writing task are: (3)

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My strategies for preparing an oral interaction or presentation are: (3)

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IRELAND: Adult migrant (B1-B2 level)

Following reflection at regular intervals, learners rank their personal learning

approaches. This helps them to
(1) identify their personal cognitive style;
(2) track the development of their cognitive awareness over time;
(3) develop their ability to analyse task demands and apply appropriate
personal strategies in performing the task.

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 Learning outside the classroom
.
Good ways I have found to learn or use my target language outside class
(e.g. cinema, sports, reading …)

Situation (1) Language I can learn or use in this situation (2)

IRELAND: Adult migrant

This page promotes:

(1) reflection on language use in different contexts;
(2) articulation of personal strategies based on existing knowledge and
awareness of appropriate language use.

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 My learning diary

Date: from _________________________ to _________________

In the past week I have learnt: (1)

Topics _____________________________________________________
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New vocabulary ____________________________________________________________

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Speaking__________________________________________________________________________
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Reading___________________________________________________________________________
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Writing____________________________________________________________________
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I now know about : (2) ____________________________________________________

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I need to work more on: (2) __________________________________________________

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My next learning goal: (3) _____________________________________________

___________________________________________________________________________
Date: _______________________________

IRELAND: Adult migrant

This learning diary promotes:

(1) Reflection
(2) Self-assessment
(3) Target-setting
Maintaining a dated record allows the learner to review:
 progress in language learning;
 the development of his/her learning skills;
 the growth of his/her awareness of learning;
 the effectiveness of different approaches and methods.

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 THIS COURSE
Here I think about and record what I expect from this course, from my teacher and from
myself.

What I expect from this course Date

What I expect from the teacher Date

What I expect from myself Date

MILESTONE: Young adult /adult migrant (Ireland, Netherlands, Germany,

Finland, Sweden)

This page entails reflection on and articulation of the owner’s perceptions of the
roles and responsibilities of both learner and teacher.

This page allows the learner to:

 develop greater awareness of the process of learning;
 assume greater responsibility for the learning process;
 assess his/her individual effort and engagement during learning.

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 LEARNING CONTRACT
The learning contract records agreement between the teacher and me.

1 Date
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2 Date
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3 Date
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4 Date
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5 Date
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6 Date
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MILESTONE: Young adult /adult migrant (Ireland, Netherlands, Germany, Finland,

Sweden)
This individual learning contract evolves during the process of learning. It is the result of
discovery, reflection and the development of greater awareness on the part of the learner.
As the learner gains more understanding of the process in which he/she is engaged, he/she
takes more responsibility for his/her learning and enters into an ongoing agreement with the
teacher.

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 THE WAYS I LEARN BEST
Here I think about and record the ways I learn best and I describe my learning approaches for different
purposes.
What I have to learn (1) How I learn this best (2) Notes
Example: Write it in my notes I need to learn more
New vocabulary Use a tape to hear it again specialized vocabulary for
and again work

My favourite time and place for learning is:

_____________________________________________________
___________________________________________

MILESTONE: Young adult /adult migrant (Ireland, Netherlands, Germany,

Finland, Sweden)

This page requires the learner to:

23 (1) identify and analyse his/her learning
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(2) reflect on previous experience, which allows Council of Europe
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the most
effective strategies to meet those learning needs.
 GOALS AND SELF-ASSESSMENT
Here I can record my learning goals and learning experiences, then assess whether I
have achieved these goals and decide how to proceed.
Date (1) My learning goal:

How will I know if I have reached

my goal? (2)

My learning experience (3)

Self-assessment:
Have I reached my goal?
YES____________________________ NO
Indicate on the line
Date of self-assessment (1)
If my goal has not been achieved,
what I must do now to achieve it
(4)

Date My learning goal:

How will I know if I have

reached my goal?

My learning experience

Self-assessment:
Have I reached my goal?
YES____________________________ NO
Indicate on the line
Date of self-assessment
If my goal has not been achieved,
what I must do now to achieve it

MILESTONE: Young adult /adult migrant (Ireland, Netherlands, Germany,

Finland, Sweden)
Setting individual learning targets is fundamental to the development of learner
autonomy. The important features of this page are:
(1) the insertion of a date so that the learner has a clear and precise record of targets
and achievements;
(2) reflection on how to assess learning achievement;
(3) reflection on the process of learning;
(4) new target set on the basis of existing achievement and knowledge.

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Language learning experiences that I
particularly value and/or that made a
strong impression on me

If possible write each entry in the language to which it refers

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CercleS: University students

This page encourages reflection on previous learning in order to identify language-

learning experiences that were important, effective, memorable or influential for
the owner.

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My next language learning target
Language

Learning target (1)

(Use the self-assessment grid in the language passport and the checklists in the appendix to formulate your
next learning target as precisely as possible.)

How much time can I devote each day/week to achieving my target? (2)

When shall I begin? (3) When do I plan to finish? (3)

How do I intend to achieve my target? (4)

For example, can I work alone or do I need to work with other people?

What learning materials do I need? (4)

How shall I know whether or not I have achieved my target? (5)

(For example, can I take a test or set and correct a test for myself? Or shall I need to ask my teacher,
another learner or a native speaker to assess me? Or can I depend entirely on my own judgement?)

Review of learning progress on or near my target date: (6)

Have I achieved my target? In working towards my target have I learnt anything new about
(i) the target language or (ii) language learning? What am I going to do with what I have learned?

CercleS: University students

Concerned with setting learning targets, this page combines the following features:
(1) Encouragement to the learner to use the CEF as a basis for setting new targets
(2) Consideration of the influence of available time on the achievement of a target
(3) Dates for self-monitoring
(4) Decisions about working methods
(5) Assessment of learning
(6) Reflection on learning

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Goal-setting and Self-assessment Checklist

Language: _______________ Skill: LISTENING

This is a checklist of LISTENING skills drawn from the illustrative scales in the Common European Framework.
Use this checklist (a) to set personal learning goals and (b) to record your progress in achieving these goals.
Decide what evaluative criteria you want to use in the three righthand columns, and enter dates to record your
progress. For example:
I can do this *with a lot of help, **with a little help, *** on my own
I can do this *with a lot of effort, **under normal circumstances, ***easily in any context

Evaluative criteria: *____________________ **____________________ ***____________________

Level A1 My
next
* ** ***
goal
I can understand basic words and phrases about myself and my family when people speak
slowly and clearly
I can understand simple instructions, directions and comments

I can understand the names of everyday objects in my immediate environment

I can understand basic greetings and routine phrases (e.g., please, thank you)

I can understand simple questions about myself when people speak slowly and clearly

I can understand numbers and prices

I can understand days of the week and months of the year

I can understand times and dates

Level A2 My
next
* ** ***
goal
I can understand what people say to me in simple everyday conversation when they speak
slowly and clearly
I can understand everyday words and phrases relating to areas of immediate personal
relevance (e.g., family, student life, local environment, employment)
I can understand everyday words and phrases relating to areas of personal interest (e.g.,
hobbies, social life, holidays, music, TV, films, travel)
I can grasp the essential elements of clear simple messages and recorded announcements
(e.g., on the telephone, at the railway station)
I can understand simple phrases, questions and information relating to basic personal needs
(e.g., shopping, eating out, going to the doctor)
I can follow simple directions (e.g., how to get from X to Y) by foot or public transport

I can usually identify the topic of conversation around me when people speak slowly and
clearly
I can follow changes of topic in factual TV news items and form an idea of the main content

I can identify the main point of TV news items reporting events, accidents, etc., if there is
visual support

CercleS: University student

This page provides an examples of goal-setting and self-assessment checklists based on

the illustrative scales of the CEF.

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Learning how to learn
The four checklists that follow focus on different aspects of the language learning process. They are
designed to help you identify your existing strengths as a language learner and set personal targets
for developing your learning skills. The checklists should be reviewed at intervals (perhaps each time
you achieve a learning target; certainly once every term or semester). Use a combination of ticks and
dates to plot your progress. You will probably find it helpful to discuss some elements in the checklists
with your teacher and/or with other learners

ATTITUDE AND MOTIVATION

Can I …
Never Sometimes Always New Target
target achieved
() () () () (date)

analyse and discuss my motivation for

learning?

think positively about different learning tasks?

use effective strategies to concentrate on

learning tasks?

adopt a positive attitude to tasks that I do not

enjoy?

make effective use of my weekly timetable

GENERAL LEARNING ACTIVITIES

Can I …
Never Sometimes Always New Target
target achieved
() () () () (date)
identify my strengths and weaknesses in the
target language generally?

identify my learning strengths and

weaknesses?

analyse the language and learning demands

of a particular learning assignment?

set short-term learning objectives?

identify suitable media/materials for learning?

plan a timescale for my learning objectives?

assess my progress in relation to these

objectives?

use reference materials effectively (dictionary,

grammar etc.)?

use effective strategies to learn and memorize

new information?

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Learning how to learn
FORMAL LEARNING ACTIVITIES
Can I …
Never Sometimes Always New Target
Target achieved
() () () () (date)
identify key words and concepts?

take effective notes from texts and lectures?

categorize new vocabulary?

organize learning materials by topic, theme

etc.?

make a schematic plan of or “mind-map” an

oral or written presentation?

analyse and edit a first written draft?

use corrections to advance my learning?

practise pronunciation and intonation with

good results?

COLLABORATIVE ACTIVITIES
Can I …
Never Sometimes Always New Target
target achieved
() () () () (date)
learn from working with others?

contribute to a working group?

carry out my responsibilities in a working

group?

help to identify and assign particular roles in

a working group?

CercleS: University students

This and the preceding page provide examples of checklists designed to prompt learners
to reflect on their learning skills, strategies and abilities.

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My language learning biography
Here give a description of your language learning experiences for the languages you know. This
information may be useful to other people (e.g. teachers, employers), and will provide a basis on
which you may plan your future learning activities.
Which languages have I learned?
- Languages that I learned at school or in courses (Give the duration, number of hours,
goals, content, teaching methods, textbooks, and where appropriate the kinds of
examination.)
- Languages that I grew up with
- Language areas where I have lived
- Use of language while working, in training, studying, travelling, and in my circle of
acquaintances
- Language contact through television, radio, the cinema, art, music, books, the press,
the Internet, etc.
How have I experienced learning?
- How have I learned well and with pleasure? What was particularly important
and enriching? (1)
- In the framework of language learning and the languages I have learned or
am learning, what has demotivated me?
The worksheets can be presented chronologically like a curriculum vitae, or separated according to language.
Please give the number of years of learning and where possible also the dates.
_________________________________________________________________________________

ELC: University students

This page emphasizes the plurilingual principle of the ELP. It also raises the
learner’s awareness of the number of languages he/she has engaged with in different
ways and at different levels of proficiency.

The articulation of success in language learning (1) can be used as the basis for the
identification of personal learning strategies and the setting of new learning
targets.

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My learning journal
Document your learning step by step for each of the languages you are currently learning. This process enables you to become more aware of learning objectives and
learning paths and to develop learning strategies. After the learning activity, you should return to the goals you set for yourself in order to check on your learning success.
This should improve your capacity to learn on your own.

Date My learning goal (1) Learning activities (2) Goal Evaluation of my work Reinforcing learning (2)
At the end of this period of What do I do to reach my goal? achieved (3) What do I do to go over what I
learning, what exactly have learned and to reinforce it?
Yes/No What was positive about my work
would I like to be able to do and what did not work so well?
(with date)
in the language?
(3)

ELC: University students

This learning journal supports the learner in systematic and ongoing:

(1) Goal-setting
(2) Reflection
(3) Self-assessment

If used regularly, the journal provides an accurate record of the process of learning.
By dating* each entry the learner can see whether goals have been over-ambitious,
whether some aspects of learning take longer than others, and so on.

Reflection on reinforcing learning emphasizes the recursive nature of learning and

allows learners to decide how to use their existing knowledge and skills in pursuit of
their next learning goal.

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 Section 2

Pages for young learners developed by

Barbara Lazenby Simpson

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 Learning a language
What language are you learning? ____________________________

What it is like learning this language:

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

Draw a picture to show what you think about learning this language.
You should label your picture to show the different types of things that
you are learning.

Here is an example:
I am learning French. It is like a flower because there are many different parts
to learning a language. This picture shows what I am learning.

What people
eat in
France New
sounds

New
words

Songs
Things about
children in
France

Now you draw your picture on a new page!

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 Learning a language
Learning a new language is fun. Think about the language you are learning.
Put your ideas into these shapes:

Things I like about this

language

Things I like doing

in class

Things I would like to do

Things I find easy

Things I sometimes find difficult

You might like to colour the shapes!

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 All about my learning

These are the things I have These are the things I have enjoyed
learnt learning

These are the things I found easy These are the things I found difficult
to learn to learn

learn

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 How I like to learn
Think about the things you like to do in class. Look at the list and put
ticks (√) in the boxes to show whether you:

Like it

Do not like it

Are not sure .

I like it I do not I am not

like it sure

Reading books

Playing language games

Having a quiz or competition

Drawing pictures

Writing new words

Doing exercises

Making a poster

Writing a story

Telling a story

Listening to a story

Singing a song

Saying a rhyme

You can add your own ideas in the blank spaces above.
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 What did I learn this week?

Think about the new things that you learnt this week in
your language class.
Make a list on the lines below, then count the number
of new things you learnt and write the total on the line
below.

New things I learnt this week

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

How many new things did you learn? ___________

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 My Word Wall
We are learning about ___________________________ .
These are new words I learnt.

When you are sure that you understand your new words,
write them in the word wall.

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 Now I can talk about
…………………………………………………………………………
Draw a picture in the frame.

My new words

________________ ________________
________________ ________________
________________ ________________
________________ ________________

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 Section 3

Pages for adolescent and adult learners developed by

Barbara Lazenby Simpson and Francis Goullier

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Thinking about learning in the past
Good learning experiences
Think about things that you learnt in the past two or three weeks.
What did you enjoy learning? What helped you to learn?

Write down an example of the different resources and approaches that you
have used to help your own learning. Use the grid below to help you think of
things. Add other ideas in the blank rows.

Example

Memorising new information

Asking questions (of teacher or other

students)

Using a personal study notebook

Participating in a class quiz

Explaining something to someone

else

Writing a summary text

Giving a presentation to the class

Doing an internet search

Reading

Creating a mind map

Doing a puzzle

Choose the two methods from the list above that helped you to learn most effectively:

_______________________________ _______________________________

Which is best for you?

1. Using a visual approach – diagrams, drawings, charts etc.
2. Using text, key words, lists, written notes etc.
3. Both approaches combined
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Planning my learning now
Finding the best conditions for success
Think about what you are learning now. Fill in the details about the language,
topic, and the focus of the topic.

Language:______________________ Topic:_________________________

Focus (√): Reading Listening Speaking Writing Mixed skills

Now think more about learning this thing by answering the questions below:

Is this a continuation of another lesson? Yes No

Do I need to learn new grammar in order to learn this? Yes No
Do I need to learn and use new vocabulary? Yes No
Have I done anything like this before? Yes No
Is there a good example that I could look at to get some ideas? Yes No
What way would you learn this best?

Working method Yes No Note

Working alone in a quiet place

Working alone at home with music in the

background

Working with a friend after school

Working with a group of other students in

school

Working for a long time to get it all done

Working for a number of short sessions

Now you know which learning situation you like best.

Think about the things that could prevent you learning. If any of these
statements apply to you, then put a tick (√) in the box beside the statement.

I don’t always concentrate on what I am learning.

I don’t always leave enough time to learn properly.

I don’t use my dictionary, grammar book or textbook when I should.

I am not interested in learning this thing.

I find this particularly difficult to learn.

I don’t plan my learning so that sometimes it is not effective.

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Identifying what I already know
Using existing knowledge to support learning
What similar thing have I done before?

What key vocabulary is familiar to me?

What grammar structures do I already know?

What new vocabulary do I need?

What new grammar structures do I need to learn?

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Learning takes time
Planning your learning to achieve success

If you take control of your time you will develop good learning habits and you
will become a much more effective learner. You can apply this to anything
that you are learning.

Think about these points and discuss them in class:

Learning takes time – do you allocate enough time for your different
learning tasks?

Do you have to rush your learning because you are short of time?

Do you have a weekly learning timetable which gives enough time to each
subject?

Do you make use of other time, for example while travelling to school, to
go over things in your mind?

Do you set yourself learning targets? An example of a learning target

would be ‘I am going to learn how to use 2 irregular verbs every week’.

Do you try to concentrate while you are studying? It is possible to spend a

lot of time looking at textbooks without concentrating properly.

Do you have ways of testing yourself to find out what you have learnt and
what you remember?

Do you have a good learning routine that you use for all your subjects and
for different learning tasks?

Have you developed your reading skills so that you can find the important
information in a textbook quickly?

Do you make a plan of text that you are about to write? This may be text
for a written activity but may also be text for giving a talk or presentation in
class.

Do you check spelling and grammar if you are not sure?

Do you always re-read text that you have written?

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How am I REALLY using my time?
Many students believe that time spent looking at a textbook is time spent learning.
This is not true! Unless we pay attention to learning, then learning does not happen.

Answer the questions below to check that you are making the most of your learning
time. You should do this exercise from time to time, particularly if you are studying
for tests or examinations. Remember, this is for your own information only!

In column 3 use √ to indicate positive and X to indicate negative.

Questions My answers Whether I see

this as positive
(√ )or negative
(X)
What have you just been
studying?

What is the reason for studying

this? (e.g. homework, test etc.)

What was the main focus of this

study session? (e.g. learning
facts, practising, creating etc.)
How long was the study
session?

What percentage of that time

was not spent on studying?
(e.g. making a snack, listening
to music, talking to friends,
messaging etc.)
Close your eyes. Can you
visualise one page from your
book or one image from the
materials you were working
with?
What information comes
immediately to your mind from
that study session?
Do you think that you have
learnt enough?

Did you give yourself a little test

at the end of the session?

Was that an effective study

session?

Now count the √s and Xs. How did you do? Could you do better?

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Checklist
Self-monitoring learning activities

Topic:________________________ Activity: _______________________

Yes No Not sure

I have allocated enough time to do this

properly.

I have all my notes as well as my textbook,

grammar and dictionary.

I have planned how I’m going to do this

work.

I have read with concentration what is

necessary for this work.

I have used my plan to do the work.

I have reviewed my work and checked that

it is correct.

I can explain exactly what I have done.

I am satisfied that I know this really well.

Notes:

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Reflection
Self-monitoring classroom learning

You have just had a lesson in your language class. You have five minutes to
think about what you have just done.

Use these questions to help you think about your learning.

 Did you study individually or in a pair or group? _____________________

 What percentage of the class did you understand fully? ______________

 Did you ask any questions? _______________

 Did you make useful notes? _______________

 What was the most helpful part of the class?

___________________________________________________________

 Was the class based on listening, reading or writing or a combination of all

three? ______________________________________

 Did this class add to your knowledge of the language or topic? _________

 Did you learn anything that you could use in another situation? _________

 How will you remember new information?

______________________________________________________________

 Did you enjoy learning this thing? ________________________________

 Why?

______________________________________________________________

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 Planning
Preparing to write text

1. Before you begin your planning remember:

o A piece of text should have a beginning, middle and end.

o Information or points should be clearly organised.
o Different parts of text should be connected.
o A paragraph usually focuses on a single point.

2. Now look at these examples of planning and see which one suits your
own working methods.

Example 1: Mindmap

Title
or
topic

IDEAS

Paragraph 1 Paragraph 2 Paragraph 3 Paragraph 4

How will I
connect my
paragraphs?

What vocabulary will I What structures will I use?

need?

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Planning
Preparing to write text
Example 2: Linear plan

Paragraph Ideas Vocabulary Grammar Connecting

words and
expressions

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Planning
Preparing to write text
Example 3: Writing frame

Introduction Paragraph 1

Vocabulary and grammar

Paragraph 2

Conclusion Paragraph 3

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Taking and making notes
If you take notes in class then review them after class you will find that you learn new
information more easily and your notes will become an important resource for
homework and revision.

There are different ways of taking notes.

You may prefer a visual method:

You may prefer lines:

_____________________________________
_____________________________________
_____________________________________

The most important thing is that you find a way to work with your notes
afterwards.
This is the Cornell note-taking method.
Using the Cornell note-taking method

Box 1: Here you write the main points only, during

class. These may be visual or linear (see above).
Box 2: Add in more detail. You may add the detail
during class or when you are studying afterwards.
Box 3: Write a brief summary of what you have
learnt in this class.
Now you have:
 The notes taken in class
 Any details given by the teacher or added
by yourself
 Your own summary of the new information
from that class
 A perfect resource for homework, revision,
preparing for a test or exam.

Make your own pages so that you are ready when you go to your next class!

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 My progress in the languages I am learning
With the help of the descriptors in the self-assessment checklists, I can set my immediate goals for making
progress in the languages I am learning. What are they? Have I achieved them? How did I achieve them?

Date Language(s): ………………………

My next goal (descriptor): ……………………………………………………………………
…/…./20… ………………………………………………………………………………………………….
………………………………………………………………………………………………….
Have I achieved it? : Yes – No
…/…./20…
Why? How? : ……………………………………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….

How was I able to check that I had achieved it? :

…………………………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….

Date Language(s): ………………………

My next goal (descriptor): ……………………………………………………………………
…/…./20… ………………………………………………………………………………………………….
………………………………………………………………………………………………….
Have I achieved it? : Yes – No
…/…./20…
Why? How? :: ……………………………………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….

How was I able to check that I had achieved it?:

…………………………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….

Date Language(s): ………………………

My next goal (descriptor): ……………………………………………………………………
…/…./20… ………………………………………………………………………………………………….
………………………………………………………………………………………………….
Have I achieved it? : Yes – No
…/…./20…
Why? How? :: ……………………………………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….

How was I able to check that I had achieved it?:

…………………………………………………………
………………………………………………………………………………………………….
………………………………………………………………………………………………….

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