earticle

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.