This study investigated how two Korean EFL college students, who were taught the five-paragraph essay in their college writing classes, drew upon rhetorical resources in their writing for learning content (WLC). Using a multiple-case study design, the study examined how the students consciously manipulated all of their rhetorical resources to make meaning and used L2 writing to learn content. It also explored how they differed in their enactment of rhetorical practices and deployment of rhetorical resources in WLC. During their engagement with WLC, they developed rhetorical strategies that reflected the structure of their evolving text rather than the structure of the five-paragraph essay. Their rhetorical choices in WLC have provided invaluable insight into the rhetorical challenges they faced while writing. Overall, they produced texts that better portrayed the multiple nuances inherent in a translingual approach. An implication is that more L2 writing teachers and scholars should pay attention to the rhetorical sensibility promoted by the translingual movement

The current study examined the potential contribution of advanced Korean EFL learners’ writing abilities to their reading comprehension abilities. A total of 191 college students participated in this study and were tested on writing and reading comprehension abilities as well as other literacy-related measures including listening comprehension, textreading fluency, and knowledge of vocabulary to control for their effects. In order to account for different aspects of writing and reading comprehension abilities, multiple measures of reading and writing abilities were adopted. The Structural Equation Modeling (SEM) analyses demonstrated that the advanced Korean EFL learners’ English writing abilities had a significant effect on their reading comprehension abilities when other relevant literacy skills were controlled for. Furthermore, their writing abilities mediated the relationship between vocabulary knowledge and reading comprehension abilities. These results highlight the important pedagogical implications on the critical role of writing abilities in enhancing the reading comprehension abilities of L2 learners.

The purpose of this study was to examine L2 learners’ perceived writing anxiety and the usefulness of freewriting in improving L2 writing fluency. Seventeen L1-Korean preservice English teachers enrolled in a teacher education program at a university participated. An L2 writing anxiety survey, 170 freewritings, and 17 reflective writings were analyzed. The participants showed a moderate level of L2 writing anxiety, mostly due to a lack of confidence. Across 10 freewriting practice sessions, participants’ words per minute gradually increased, with high and low fluency groups showing a similar upward trend. Participants’ written reflections revealed that they perceived the freewriting practice useful in boosting confidence and improving skills. Expressing ideas freely without concern for accuracy alleviated their L2 writing anxiety most. Participants reported they had difficulty writing in English continuously for several minutes, and disliked absence of teacher feedback.

This study reports the results of an open-ended questionnaire on the experiences of Korean university students who worked on task-based L2 bimodal collaborative writing enhanced by technology. Thirty-six English major students developed a reading text for 2nd-grade middle school students. Using Microsoft TEAMS as the main platform, participants conducted the collaborative writing task using real-time video conferencing, chatting, commenting, file and image posting, and (a)synchronous feedback/revision functions. Participants 1) used multiple tools to maximize their functions, 2) interacted collaboratively in every writing stage to achieve success, and 3) evaluated the quality of collaborative writing more highly than individual writing and perceived the positive impacts of collaborative writing on L2 writing in audience awareness, paraphrasing technique, and linguistic expressions. The levels of visual editing skills and awareness of online image copyright among students varied.

With the aim to fabricate flexible, mobile, and low-energy powered electronics, laser treatment of paper-based materials from carbon, cellulose, and natural products may be viable as one of the strategies to achieve this objective as it potentially provides a sustainable and precise patterning of a graphene-based circuit for various emerging electronic applications, such as sensor, robot, energy, and memory devices. Irradiation of high-energy beam for induction of porous-rich graphene or reduction of graphene oxide is easily accomplished from a commercially available laser machine with various laser sources, power, and pulse number setting. Moreover, the process itself can easily be adapted in the various manufacturing sectors due to the technology’s maturity status and its ability to be computer programmed. In comparison to environmental-benign polymer, the selection of paper as a substrate for electronics may introduce a new idea into the design possibility of electronic devices since the paper is not only thin, lightweight, biodegradable, and mechanically stable, but is also able to be assembled into another form and shape simply by traditional origami and kirigami technique for many applications. Here, in this work, recent laser processing strategies for the preparation of graphene either from graphitization of cellulose or deoxygenation of graphene oxide for green electronics are reviewed with brief coverage of the deposition technique of graphene oxide paper prior to laser annealing and discussion on the emerging relevant electronics field that benefitted greatly from the laser-assisted fabrication. To conclude the literature study, a remaining challenge, and prospective outlooks of laser writing of graphene on paper are also highlighted.

This qualitative study applies the frameworks of language socialization and social network theory to investigate how international students’ construction and negotiation of their identities influence their L2 writing development. Two students (One Korean and one Motswana) at a US university, one from South Korea and one from Botswana, participated in a year-long study, which included semi-structured interviews and classroom observations. For purposes of triangulation, the data for this study were collected for a year from multiple sources. The findings indicate that instructors can play a crucial role in enabling international students to expand their social networks, for example, by helping them locate and utilize available resources to develop their L2 writing, and by providing additional scaffolding to help them understand group dynamics and become active learners in their new communities. The results offer pedagogical implications on the role of instructors and universities in providing explicit guidance to empower international students to better socialize into the new community.

The study investigated if teaching summarizing skills could improve the summary skills of Korean EFL university students. This study involved 38 university freshmen in a required English course and were randomly chosen as the control and experimental groups. The experimental group was taught through summarizing rules, while the control group was engaged in other lessons during the intervention period. The students’ summaries were analyzed as to how effectively the participants paraphrased and integrated the main ideas, the major supporting details, and accurate information from source text into their summaries. The results show that a significant instruction effect was observed in the summary writing performance of the experimental group, in identifying main ideas and major details and paraphrasing and integrating ideas, compared to the control group, which showed a significant change between the first and second summaries only on the accuracy measure. The results are also supported by the questionnaire on students’ perceptions of the instruction.

본 연구는 코로나19 사태로 대면 접촉을 기피하는 가운데 심리치료가 필요한 고위 험 성폭력사범에 대해 비대면으로도 실시가 가능한 글쓰기가 성폭력사범 치료에 효과 적인지 확인하였다. 성폭력사범이 치료프로그램에 대해 느끼는 심리적 불편감을 줄임 으로써 이들의 낮은 프로그램 반응성을 조절하는 것이 가능한지 확인하기 위한 목적 으로 실험연구를 수행하였다. 전국 교정 심리치료센터에서 치료 중인 고위험 성폭력 사범 중 선발된 32명을 대상으로 55회기의 비대면 글쓰기 및 집단상담 치료를 진행하 였다. 그 결과, 비대면 글쓰기는 강간통념을 감소시키고, 사건 및 자서전적 기억을 다 루는 모듈에서 심리적 불편감을 완화하는 조절적인 역할을 함으로써 성폭력사범의 프 로그램 반응성을 증가시켰다. 본 연구의 결과는 길어지는 팬데믹 상황에서도 치료가 필수적인 성폭력 사범들에게 필요한 부분이 무엇인지를 시사하고 있다.

Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed.

The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (for and since), subjunctive moods, dative alternations, quantitative adjectives (many and much), gerunds, and third-person singular -s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

“Grassroots literature” is different from “elite literature” and “popular literature”. The main bodies of elite literature and popular literature are intellectual elites or professional writers, while “grassroot literature” mainly refers to the works created by amateur writers out of hobbies. In addition to this meaning, the “grassroots” writing of Chinese in Quebec also emphasizes the process of reflecting things, expressing thoughts and feelings, conveying knowledge and information, and realizing communication through description. The collection of works studied in this article is a collection of novels published by the Quebec Chinese Writers Association in Quebec. It can be found that the intended readers of these two works are Chinese living in Canada. There are imaginations of each other in the works, and they have a strong local presence. Therefore, their attitude towards life is assimilated and actively involved in local life. This kind of local awareness is not to get the mainstream society's identification with oneself, but to love Canada from the heart.

Este trabajo analiza los errores debidos a la interferencia coreana al escribir/traducir al español. Sostenemos que, cuando los alumnos ingresan una vez en la memoria una forma española α que corresponde preferentemente a una forma coreana A, tienden a equiparar esta correspondencia como ‘A = α’ y la aplican a los casos en los que dicha correspondencia no debería usarse. Para averiguar cuántos alumnos cometen este tipo de error, realizamos un experimento con 42 alumnos. En el experimento, dividimos las oraciones en dos grupos. Las oraciones que pueden producir un resultado apropiado se colocaron en el grupo A si usamos la correspondencia ‘A → α’, mientras que las que pueden producir un resultado inapropiado se ubicaron en el grupo B si lo hacemos. Nuestro análisis mostró que el error más común del grupo B es reutilizar la correspondencia utilizada en el grupo A. Por lo tanto, los estudiantes necesitan evitar una “ecuación excesiva” para reducir errores. Finalmente, para cada oración, sugerimos formas de reducir o evitar errores.

Due to growing concerns regarding the effectiveness of full-scale online education, this study investigated motivational regulation strategies employed by tertiary-level English as a foreign language (EFL) learners taking a writing course via Zoom. Using a mixed method, this study examined a dataset comprising questionnaire responses of 154 Korean students with two proficiency levels and subsequent semi-structured interviews. Findings showed that the learners with a high English proficiency level utilized the instructor’s feedback significantly more than those having a low proficiency level. The high proficiency group also appreciated the Zoom context and the university-wide policy of English-medium instruction (EMI) significantly better than the other group. Finally, correlation analysis revealed significant relationship between the students’ uses of motivational regulation strategies and their responses to the context-dependent factors. For example, the strategic choice of instructor feedback was positively related to their perception of EMI. These findings are discussed for effective online EFL writing instruction in the post-pandemic era.

본 논문은 명상을 하고 명상일지를 작성하면 알아차림에 어떠한 효과가 있는지를 구체적으로 밝히는 것이 목적이다． 명상에서 경험했던 사건을 명상일지 작성 방식에 따라 단계별로 기술하는 방법으로 67회 반복하여 기록한 사례들을 분석하였다. 작성된 기록들의 의미에 따라 질병 및 건강, 대인관계, 심리적 불안, 직업 및 기타 주제어로 분류하고 각각 사성제의 고(苦), 집(集), 멸(滅), 도(道)에 따라 명상 내용들이 어떠한 의미와 변화를 가져 오는 지를 탐색하여 기술하였다. 선행연구 42편을 수집하여 본 연구의 목적과 유사한 것을 선별하여 탐구하였다. 선행 연구에 따르면 명상에 관한 이론과 연구는 많이 보고되고 일지 작성이 원하는 목적에 유익하다는 연구결과는 다수 발견되었지만 명상의 효과가 어떻게 높아지는 데에 관한 구체적인 연구는 미흡하였고 이에 명상일지를 작성하여 알아차림에 구체적으로 어떤 변화를 일으키고 유익함을 가져 오는지를 밝혀 본 것이 타 연구와의 차별이라 하겠다. 명상일지 작성이 알아차림의 효과를 높여 명상 수행을 진작하는 방편이 된다면 일반화되기 쉬울 것이다. 명상일지를 작성하여 효과를 높이는 다양한 연구가 촉진 될 것이고 초보자들의 명상 생활화와 대중화 되는 기반이 될 수 있다는 점이 본 논문의 목적이 되겠다

Motivational orientation and creativity of students in English as a Foreign Language (EFL) writing courses have recently garnered increased attention in South Korea and around the world. In an effort to advance research in these areas, this study examined relationships involving motivational orientation (intrinsic goal orientation and self-efficacy), creativity, and writing performance. A group of university EFL students (n = 41) in South Korea participated in this study. They were asked to complete questionnaires of intrinsic goal orientation and self-efficacy, take the Torrance Tests of Creative Thinking, and complete a series of writing tasks including a persuasive essay as part of their performance assessment of a writing class, which served as the context of this study. Results showed no significant relationship between motivational orientation and creativity. However, an interaction effect between intrinsic goal orientation and self-efficacy on student writing performance was found. Results are discussed and recommendations are made based on pedagogical implications of these findings.

This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A non-native teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students’ background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.

본고는 모바일 러닝 기반 환경에서의 중국어 쓰기 교육방안 연구를 하고자 한다. 이를 위해 수업에 효과가 있는 교수-학습 방안을 실제 개발 및 적용하며 교육 방안을 제시하고자 한다. 또한 모바일 러닝 기반 중국어 쓰기 수업의 효과 분석 및 학습자의 정의적 영역에 미치는 영향을 분석하고 국내 적용 가능한 모바일 러닝 기반 중국어 쓰기 수업 활용방안을 제언하고자 한다. 이에 본 연구는 모바일 러닝 기반 환경에서의 중국어 쓰기 수업에 효과가 있는 교수-학습 방안 개발과 이런 교수-학습 방안들이 중국어 학습자들에게 중국어 쓰기 능력과 중국어 학습에 어떠한 영향을 미쳤는지, 또한 실제 효과가 있었는지에 대한 실험 검증을 실시하고 분석하고자 한다.

China was a slave society in the Shang and Zhou Dynasties. There are many words about slaves in the existing oracle bone inscriptions.By observing the form of these characters, we can understand their meanings and the cultural meanings contained in them. This paper selects five characters: wei, li, xi, pu and qiang,and analyzes the structure of its oracle bone inscriptions or bronze inscriptions.This paper analyzes the cultural implication of the slaves in the Shang and Zhou dynasties from the characteristics of the slaves' foreign clothing, the characteristics of the slaves' foreign nationality, the methods and ways of the slaves‘ capture, the punishment of the slaves and the unique human sacrifice of the slaves. In the analysis of this paper, “Wei” has evolved from the totem worship of primitive tribes to an important costume feature representing the identity of slaves. “Li” contains the history of the slave‘s resistance to escape under the pressure of slavery. “Xi” is related to the custom of braiding hair of slaves of different nationalities in Shang and Zhou dynasties. Through the structure of “Xi”, we can see the punishment of slaves in Shang and Zhou Dynasties. “Qiang” is the most obvious expression of the bloody slavery system and slaves can not have the essential characteristics of human rights.

The definition of ‘wen’ in the preface of Shuowen Jiezi by Xushen is “creating characters is according to shape image, so the shape image is wen”. Wenshi of Zhang Taiyan studies 510 single-element characters as ‘chuwen’ in Shuowen Jiezi. He is the first scholar who proposes the concept of ‘chuwen’. Subsequently, experts in ancient writing apply the theory of ‘chuwen’ to explain the shape of ancient writing massively, representing great achievements. Based on this, the paper divides ‘chuwen’ into ‘phonetic one’ and ‘semantic one’ to study the reading method and applicative value, respectively. This paper lists 10 examples of 潮, 瓜, 訊, 要, , 範, 瓒, 金, 臨, 沐 to illustrate that ‘chuwen’ must be paid attention to in the interpretation of difficult ancient writing.