Earticle

초록

영어

The purpose of this case study is to have an in-depth understanding regarding EFF learners' overall reflections toward portfolio keeping and peer feedback in English writing class. The data were collected from English Writing I class offered by the College of General Education at one of the universities in Korea. The sample group consisted of 23 college-level students who showed strong desires to improve their English writing proficiency. The data were collected throughout the semester. The data sources included the researcher's observation and field notes, 5-point Likert scale, interview, and open-ended questions, and the data were analyzed based on the grounded theory. Regarding the results about the portfolio keeping, the participants perceived that portfolio keeping had the merits such as the improvement of grammar, vocabulary, organization of essay, content knowledge, motivation toward English writing, and decrease in writing anxiety. The participants also noted the difficulties they had faced during portfolio keeping project and these difficulties included the time-consuming nature of portfolio, boredom, and difficulty of reflecting all the feedback into actual writing. With respect to the reflections toward peer feedback, the participants showed less credibility toward peer feedback compared to teacher feedback.

목차

I. 서론
 II. 이론적 배경
  1. 포트폴리오에 관한 연구
  2. 동료 피드백에 관한 연구
 III. 연구방법
  1. 연구 참여자
  2. 포트폴리오와 동료 피드백을 결합시킨 대학 영작문 운영
  3. 자료 수집과 분석
 IV. 결과
  1. 교양 영작문 수업의 포트폴리오 작성에 대해 학습자들이 인식하는 장점은 무엇인가?
  2. 교양 영작문 수업의 포트폴리오 작성에서 학습자들이 직면하는 문제점은 무엇인가?
  3. 교양 영작문 수업의 포트폴리오 작성 과정에서 이루어진 동료 피드백에 대해 학습자들이 인식하는 장점과 단점은 무엇인가?]
 IV. 논의 및 결론
 인용문헌
 부록
 Abstract

키워드

저자

• 변지현 [ Ji-Hyun Byun | 한남대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820