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Utilizing Portfolios in an EMI Academic English Writing Course for Korean EFL Graduate Students

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Title: Utilizing Portfolios in an EMI Academic English Writing Course for Korean EFL Graduate Students
Language: English
Authors: Hikyoung Lee
Source: Journal of Pan-Pacific Association of Applied Linguistics. 2024 28(2):1-12.
Availability: Pan-Pacific Association of Applied Linguistics. Cheongji National University of Education. Main Bldg #506, 2065 Cheongnam-ro, Cheongju-si, Chungcheongbuk-do 28690, Korea. e-mail: paaljournal@gmail.com; Web site: http://paal.kr/html/sub04_01.asp
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Portfolios (Background Materials), Language of Instruction, Process Approach (Writing), Writing Instruction, Summative Evaluation, Graduate Students, Korean, Native Language, Writing Skills, Independent Study, Teaching Methods, Decision Making, Foreign Countries, English for Academic Purposes, Majors (Students), Applied Linguistics, Classroom Techniques
Geographic Terms: South Korea
DOI: 10.25256/PAAL.28.2.1
ISSN: 1345-8353
2671-938X
Abstract: Portfolios have been utilized in the teaching and learning of English of speakers of other languages as a tool for process-based writing and as an alternative form of summative assessment. While extensive research has been focused on the implementation of portfolios in English as a foreign language (EFL) writing, there has been limited attention to their use for graduate students in a Korean EFL EMI (English-medium instruction) context. This study aims to address this gap by examining portfolios as a means to enhance EFL writers' awareness at the graduate school level and to facilitate autonomous learning. A case study is conducted on a single EMI course focused on academic English writing for graduate students majoring in applied linguistics. A portfolio assessment framework is utilized to delineate and reflect on the case study. The pedagogical choices regarding procedures and the selection of portfolio topics are discussed. Lastly, practical classroom considerations for implementing portfolios are suggested, along with implications for EMI writing courses at the graduate school level.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1457675
Database: ERIC
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  Data: Utilizing Portfolios in an EMI Academic English Writing Course for Korean EFL Graduate Students
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Pan-Pacific+Association+of+Applied+Linguistics%22"><i>Journal of Pan-Pacific Association of Applied Linguistics</i></searchLink>. 2024 28(2):1-12.
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  Data: Pan-Pacific Association of Applied Linguistics. Cheongji National University of Education. Main Bldg #506, 2065 Cheongnam-ro, Cheongju-si, Chungcheongbuk-do 28690, Korea. e-mail: paaljournal@gmail.com; Web site: http://paal.kr/html/sub04_01.asp
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  Data: Portfolios have been utilized in the teaching and learning of English of speakers of other languages as a tool for process-based writing and as an alternative form of summative assessment. While extensive research has been focused on the implementation of portfolios in English as a foreign language (EFL) writing, there has been limited attention to their use for graduate students in a Korean EFL EMI (English-medium instruction) context. This study aims to address this gap by examining portfolios as a means to enhance EFL writers' awareness at the graduate school level and to facilitate autonomous learning. A case study is conducted on a single EMI course focused on academic English writing for graduate students majoring in applied linguistics. A portfolio assessment framework is utilized to delineate and reflect on the case study. The pedagogical choices regarding procedures and the selection of portfolio topics are discussed. Lastly, practical classroom considerations for implementing portfolios are suggested, along with implications for EMI writing courses at the graduate school level.
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    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Writing Skills
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      – SubjectFull: Independent Study
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Decision Making
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