A study of student and teacher perceptions of the English language portfolio learning approach at a self-financed higher institute in Hong Kong

Abstract

This qualitative research study aims to explore teacher and student perceptions of the portfolio learning approach and the complicated relationship between policy, teaching, learning, and assessments at an independent self-financing college in Hong Kong. The Learning Programme Accreditation and Re-accreditation policy, the assessment verification policy, a course syllabus, interviews, a student learning portfolio, and a reflective research diary were the main sources used. The retrieved data underwent reflexive thematic analysis and critical discourse analysis. To extend the breadth of this analytical study, Foucault’s concepts of discourse, power and knowledge were employed to interpret the data to gain insight into the link between education policy and practice.

Date of Award	10 Dec 2024
Original language	English
Awarding Institution	University of Bristol
Supervisor	Lisa Lucas (Supervisor) & Sarah M Eagle (Supervisor)