웹기반 자기주도성 e-포트폴리오가 영어쓰기 능력에 미치는 영향
Effects of Self-directed and Guided Self-directed e-Portfolios on Korean College Students’ Writing Ability
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This study compared three types of portfolios (traditional portfolio, self-directed e-portfolio, and guided self-directed e-portfolio) to examine their effects on students’ writing abilities. A total of 69 university students were assigned to six different groups according to their language proficiency level and three different types of portfolios. A pretest was given in Week 7, and the treatments lasted for 7 weeks from Week 8 through Week 14. A posttest was administered in Week 15 to assess the learners’ progress. The results of the study showed that the guided self-directed e-portfolio group, which was more advanced, performed significantly better than the low-intermediate group when analyzing T-unit. Moreover, significant differences were identified when analyzing type-token ratio in the guided self-directed e-portfolio group. However, no significant differences were observed in syntactic complexity among the three different groups. This study suggests that the guided self-directed e-portfolio is more effective than the self-directed e-portfolio in enhancing learners’ writing ability in type-token ratio. The study also shows that the guided self-directed e-portfolio is more effective than the self-directed e-portfolio in promoting learners’ writing ability in Korean EFL contexts.
Abstract
This study compared three types of portfolios (traditional portfolio, self-directed e-portfolio, and guided self-directed e-portfolio) to examine their effects on students’ writing abilities. A total of 69 university students were assigned to six different groups according to their language proficiency level and three different types of portfolios. A pretest was given in Week 7, and the treatments lasted for 7 weeks from Week 8 through Week 14. A posttest was administered in Week 15 to assess the learners’ progress. The results of the study showed that the guided self-directed e-portfolio group, which was more advanced, performed significantly better than the low-intermediate group when analyzing T-unit. Moreover, significant differences were identified when analyzing type-token ratio in the guided self-directed e-portfolio group. However, no significant differences were observed in syntactic complexity among the three different groups. This study suggests that the guided self-directed e-portfolio is more effective than the self-directed e-portfolio in enhancing learners’ writing ability in type-token ratio. The study also shows that the guided self-directed e-portfolio is more effective than the self-directed e-portfolio in promoting learners’ writing ability in Korean EFL contexts.
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