고등학교 영어에세이 쓰기 수업에서 포트폴리오 사용의 효용성 및 학습자 인식 연구

초록

This study explored the effectiveness and second language (L2)writers’ perceptions of process-oriented writing, using portfolio–basedinstructionin a secondary English class at general school settings. Theparticipants were 110 high school students enrolled in a privateindependent school in Gyeonggi. They learned to produce afour-paragraph-English-essay based on the process-oriented writingmethodology, keeping a portfolio note for the entire semester. Theinstructor was a bilingual teacher of English whose native language isKorean. The 17 weeks’ records written in the portfolio note wereanalyzed to portray whether the approaches enhanced overallperformance and understandings about essay-writing. Findings revealedthat the participants were satisfied with this approach and improvedtheir writing skills using portfolio–based- instruction. For the sake ofimplementing the new assessment appropriately at public schoolsettings, further studies are suggested to develop how to enhanceclassroom environment in order to increase the degree oflearner-satisfaction in the essay-writing classes.

키워드