How to Cite
Abstract
Autonomy and self-assessment are crucial elements in the process of foreign language learning as stated in the Council of Europe recommendations. The European Language Portfolio (ELP) is conceived as a tool that allows users to record their language learning achievements and their experience of learning and using languages. This paper presents the results of a study carried out on primary education level with the ELP as the working basis to engage students in their own learning process in Spain. The analysis of the results offers insights on learners’ autonomy and self-assessment, plurilingualism, diversity awareness and usefulness of the ELP from both the teacher’s and students’ perspective. Motivation towards autonomy learning was clearly enhanced whereas self-assessment issues were unclear for students due to the novelty of the cognitive process.