A Case Study on a Writing-embedded Graduate English Disciplinary Course

This study reports on nine graduate learners' engagements in writing in a disciplinary course in ELT. They wrote weekly reflection papers and revised them based on the instructor and peer feedback received both in class and online. Based on the drafts and final versions of their works, a class survey, and both informal conversations and formal interviews, this study revealed that the learners appreciated the coverage of diverse topics and in-depth thinking on relevant issues in ELT as well as the intensive and demanding writing work. The textual and discourse analysis also showed that they manifested a varying degree of reflection on the issues covered in the course according to their writing abilities and understanding of the sociocultural process of interpreting text. In addition, the online work appeared to provide valuable opportunities to share their feedback and opinions mostly on the lesson content in English. Last but not least, while valuing the current research on analysis of learners' written products for accuracy, fluency, moment-by-moment process, or objective evaluation, this paper calls for more process-oriented and classroom-based action research or more longitudinal and cumulative case studies in EFL writing.