Universidad Pedagógica y Tecnológica de Colombia (UPTC)
Doi
Abstract
Our research emerges as an alternative to adopt the use of portfolios in EFL
Licenciatura programs. As tutors in a peertutoring university project, we explored
tutees´ English reading skills as they used a collaborative portfolio with us, their tutors,
during their free time. As a result of this research, we determined that the portfolio
emerged as a “planner for tutees’ reading skills”, allowing themto establish objectives
for boosting their comprehensive skills. Furthermore, the portfolio became an
“enhancer of collaborative roles” between tutees and tutors. Finally, the portfolio
allowed tutees to explore their own reading skills by supplying them with reading
experiences
