“I’m So Excited About My Own Space for English”: A Web-portfolio Project in a College English Writing Class
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Although a number of studies have advocated for a portfolio approach to teaching/learning writing, they have largely addressed the advantages and disadvantages of portfolio implementation as summative assessment. Focusing on the formative function of writing portfolios, the present study investigated how and why L2 writers are engaged in writing for their Web-portfolios in English and, further, strategies for better motivating students during Web-portfolio creation. I collected data from students’ detailed accounts throughout the process (i.e., through peer reviews and self-assessments) and post-process (i.e., through surveys and self-reflections) of building Web-portfolios. The findings suggest that the L2 writers greatly engaged in English writing for their Web-portfolios while learning from each other and realizing their own strengths and weakness and that the sense of ownership, authorship, and scholarship and the autonomy given to them prompted the L2 writers to write eagerly for their Web-portfolios. Based on these findings, strategies for better motivating L2 writers during Web-portfolio creation are suggested; that is, I recommend that L2 writers should be given clear expectations and guidelines with a margin for creating Web-portfolios and that they should be allowed to choose their favorite topic to write about and to research.
Abstract
Although a number of studies have advocated for a portfolio approach to teaching/learning writing, they have largely addressed the advantages and disadvantages of portfolio implementation as summative assessment. Focusing on the formative function of writing portfolios, the present study investigated how and why L2 writers are engaged in writing for their Web-portfolios in English and, further, strategies for better motivating students during Web-portfolio creation. I collected data from students’ detailed accounts throughout the process (i.e., through peer reviews and self-assessments) and post-process (i.e., through surveys and self-reflections) of building Web-portfolios. The findings suggest that the L2 writers greatly engaged in English writing for their Web-portfolios while learning from each other and realizing their own strengths and weakness and that the sense of ownership, authorship, and scholarship and the autonomy given to them prompted the L2 writers to write eagerly for their Web-portfolios. Based on these findings, strategies for better motivating L2 writers during Web-portfolio creation are suggested; that is, I recommend that L2 writers should be given clear expectations and guidelines with a margin for creating Web-portfolios and that they should be allowed to choose their favorite topic to write about and to research.
참고문헌 (21)
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