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.

High quality and timely assessment feedback is central to student learning in higher education; however, written feedback has many limitations. One of the innovative approaches to delivering feedback to EFL learners is individualized audio-visual feedback (AVF) using screencast technology. Previous research on AVF has been extensively descriptive and mostly focused on student preferences for feedback and evaluation of various screencast software. The present study employed a mixedmethod design using pre-post writing tasks and pre-post questionnaires to investigate what particularly beneficial affordances this type of media-rich feedback might offer for writers in the English-Medium Instruction (EMI) classroom, to identify the effects of AVF on changes in learners’ motivation, and to explore students’ perceptions towards screencast feedback. The results suggest that AVF is positively received by EFL learners and that simultaneous visual cues and detailed explanations promote better understanding, engagement, and active listening. In addition, AVF significantly improves learners’ writing performance and academic motivation. The paper concludes with practical implications and suggestions for further research.

This study investigated the appropriate ways in offering immediate automated writing feedback within the framework of process-based writing pedagogy by comparing relative effects of two different automated writing evaluation (AWE) system application types on improving writing performance. The experiment took an initiative step in elucidating at what point in the process-based writing stages AWE feedback is best to be served. The research is conducted to confirm whether providing an instant language-related feedback whenever EFL students call for will either interfere the development of content indeed – as it has been expected by process-based writing approach, or bring improvement in students’ writing. Two application types, namely non-continuous feedback (NCF) and continuous feedback (CF) group - are differentiated in terms of in which point of the writing stages students are enabled to get access to the AWE system. With the purpose of the study, a total of 20 students participated. The findings revealed that CF group did not receive language-related AWE feedback to the point of distracting the development of their content. Furthermore, CF group significantly outperformed NCF group in overall writing product, especially on the dimension of grammar and content. Students also expressed a positive attitude toward receiving instant language-related feedback via AWE system.

The purpose of this study was to develop English writing instruction models in order to improve 1st grade high school students’ writing ability under the communicative framework. A writing pattern ‘describing pictures and making an inference’ was utilized to develop writing instruction models and lesson plans. In order to accommodate a wider range of teachers’ needs in high school, the study took into consideration two teaching conditions, learner proficiency levels (high, mid, and low) and skill integration (listening, writing, and reading, writing) in the development process. A total of five English writing instruction models and lesson plans for different teaching conditions were developed using two chapters extracted from two textbooks. The characteristics of the newly developed models and lesson plans were provided so that teachers can easily modify them for their own needs in the practice. Further, the writing pattern ‘describing pictures and making an inference’ turned out to be quite adaptable to real teaching conditions and seemed to contribute to enhancing students’ creativity as well as their writing skills. At the end, study limitations were discussed.

This study explored the effectiveness and second language (L2) writers' perceptions of process-oriented writing, using portfolio-basedinstruction in a secondary English class at general school settings. The participants were 110 high school students enrolled in a private independent school in Gyeonggi. They learned to produce a four-paragraph-English-essay based on the process-oriented writing methodology, keeping a portfolio note for the entire semester. The instructor was a bilingual teacher of English whose native language is Korean. The 17 weeks' records written in the portfolio note were analyzed to portray whether the approaches enhanced overall performance and understandings about essay-writing. Findings revealed that the participants were satisfied with this approach and improved their writing skills using portfolio-based- instruction. For the sake of implementing the new assessment appropriately at public school settings, further studies are suggested to develop how to enhance classroom environment in order to increase the degree of learner-satisfaction in the essay-writing classes.

본 연구는 탐구학습과 과정중심 쓰기 통합수업 모형을 적용하여 비판적·창의적 사고 능력을 신장시키는 데 그 목적이 있다. 지금까지 널리 활용되어 온 기존의 읽기 지도 모형들은 쓰기 과정과의 연계가 부족하다는 한계점을 내포하고 있다. 이러한 한계점을 극복하기 위하여, 현재까지 개발된 읽기 지도 모형 중 가장 학습자 중심의 읽기 교수·학습 모형이며, 읽기 과정과 쓰기 과정을 통합한 모형인 ‘Neo-SQ3R’ 모형을 적용하여, 실험반을 대상으로 사전․·사후 설문조사와 학생 소감문을 통해 모형 투입 전후의 비판적·창의적 사고능력에 대한 학습자 체감 정도를 검증하였다. 모형 투입 전·후 텍스트 재구성 여부 및 창의적 재구성 여부를 통해 비판적․창의적 사고능력 신장 정도를 검증한 연구의 결론은 다음과 같다. 첫째, 탐구학습과 과정중심쓰기 모형을 적용한 문학 수업을 통해 비판적·창의적 사고능력이 신장되었다. 둘째, 읽기와 쓰기 과정을 통합한 교수․학습을 통해 총체적 국어사용능력이 신장되었다. 셋째, 학습자 중심의 읽기 교수․학습을 통해 자기주도적이고 적극적인 독자가 되었다.

This study aims to examine the effectiveness of genre-based in-class L2 writing instruction on Korean middle school students' writing ability and their perception change toward L2 writi ng. The research was conducted with 595 middle school students in the third grade from two co-ed schools in Gwangju Metropolitan City, Korea. Five sessions of writing instruction using a dialY genre over five weeks were provided to an experimental group, while no explicit writing instruction was provided to a control group. The experimental group was exposed to 13 writing sample texts, analyzed and identified the characteri stics of the target genre, and then constructed a diaty text in collaboration with their peers. Following the treatment, both groups were required to write a diaty ently in 40 minutes atld the students' writings were rated on content, organization, and language use. The results showed that only the experimental group, provided with explicit genre-based L2 writing instl·uction, showed statistically significant improvement in each categOlY in the post-test. In addition, a set of questionnaires and interview data revealed that the participants' attitudes and perceptions toward L2 writing were positively affected.

이 논문은 “한자-한문 읽기교육의 과제와 전망”이라는 주제아래 우리의 전통한 문 교육 방법인 聲讀과 현대한문교육과의 연계성을 모색한 논문이다. 聲讀이란 전통한문학습의 일종으로 한문 문장의 뜻을 완전히 깨치기 위해 소리를 내어 읽 거나 한문 문장의 이해와 감상을 바탕으로 흥취나 리듬을 넣어 소리를 내어 읽는 방식을 말한다. 우선 엄숙하고 경건한 자세로 ‘漢字소리내어 읽기’를 시작으로, 한자에 대한 음과 훈, 한문 구절의 의미를 치밀하고 꼼꼼하게 새기고, 한자어나 고유명사 같은 한자어를 모두 찾고 깨우치고 전고의 유무를 따져 깊이 추구한 후 에 문장의 구조를 이해하여 문맥에 따라 토를 달고 의미단위로 짧게 끊어서 음조 미를 살려가면서 가만가만 읽어 문장의 해석이 이해되는 것을 바탕으로 소리를 점점 높여가며 읽어서 완성한 후에야 비로소 유창한 성독에 이를 수 있다. 성독은 예부터 우리 조상들에 의해 연구 개발된 한문 학습방법으로 읽기를 통해 반복적 으로 학습하여 완전학습의 모형에 이르는 특수한 교육방법이다. 생략과 도치, 영 탄, 상징, 등 심오하고 비유적인 표현이 다양하게 들어 있는 한문문장을 문법적으 로 다 설명하는 것은 거의 불가능에 가깝다. 성독은 항상 맞아 들어가야 하는 문 법적인 구조도 수용하지만 새롭게 표현되는 돌발적인 표현에도 문장의 정황에 맞게 대처하여 학습 한다. 문장과 문장을 연결하는 구기는 여러 가지로 한문문장을 읽어나가는데 도움을 준다. 전통학습방법인 성독은 “한자-한문 읽기교육”의 다양 한 학습 효과를 가져올 수 있는 훌륭한 교육 방안이었다. 한문교육에 있어서 전통 적인 성독의 교육 방법은 창조적으로 계승하여할 여지가 너무나 많다.

This paper demonstrates the findings of an investigation into Korean secondary school English teachers’ practices and perceptions regarding writing instruction. The research employs in-depth interviews with a small number of teachers to identify: (a) teachers’ practices of writing instruction and assessment in the classroom; (b) teachers’ perceptions of writing instruction; (c) teachers’ evaluation of students’ writing abilities; and (d) teachers’ concerns or problems in teaching of writing. The results indicate that there exist discrepancies among teachers’ practices, perceptions, the National Curriculum and the College Scholastic Ability Test (CSAT): the curriculum provides writing goals that are too high for students; teachers cannot help focusing on low-level features of writing mainly due to students’ poor writing ability; and teachers and students do not have an urgent necessity to teach and learn writing, since writing is not tested in the CSAT. The paper concludes by providing implications and suggestions for future development of writing instruction in the Korean secondary school English classroom.

The main purpose of this study is to investigate effects of writing instruction using comic strips on Korean students' English writing skills and learning attitudes. Using both narrative and descriptive writing tasks, the experiment was conducted for eight weeks with 120 secondyear middle school students. The experimental group had writing activities with comic strips, whereas the control group studied writing using the textbook or free writing. The results showed that the experimental group improved English writing skills more, and had more positive attitudes toward learning English, than the control group. Lower-level students in the experimental group showed a marked improvement in narrative writing, while upper-level students demonstrated a positive change in their attitudes. Through surveys, interviews, observation, and analysis of students' writing, it was revealed that the experimental group reacted differently depending on the contents and type of comic strips, and activity types. Comic strips that dealt with everyday life and were drawn humorously induced more interest, while those demanding cultural understanding diminished the students' motivation. Student participation increased when drawing their own strips and sorting cuts of comic strips into order.

L1 and L2 summaries written by Korean university students in an EFL writing class were studied to determine the causes of instances of “plagiarism.” Summaries in both L1 and L2 were evaluated holistically along with seven essays in L2. It was found that more proficient writers in L1 and L2 tend to demonstrate less Reliance on the Source Text1); and a good amount of Reliance was also present in L1 as well as L2, suggesting that L2 interference is not the only cause of Reliance. These findings indicate a relation between Reliance on the Source text and writing ability both in L1 and L2. Moreover, a closer look at instances of Reliance often revealed efforts by the writers to integrate source text material into their own texts, though these attempts often seemed like “plagiarism” to writing teachers. However, Reliance in these cases may not be plagiarism per se from students’ point of view. The results are expected to help teachers understand the causes and nature of students’Reliance on the Source text in the writing instruction.

본 연구는 요약 교육(Summarizing instruction) 및 연습(Practices)이 초급 수준의 L2 성인 학습자들의 읽기 이해와 쓰기에서의 어휘 사용에 어떠한 영향을 주는지를 연구하였다. 이를 위해 L2 학습에서 요약하기의 중요성 및 쓰기에서의 어휘 사용에 관한 이론을 바탕으로 본 연구의 의미를 살펴보았다. 연구 결과 연구에 참가한 학습자들은 요약 교육과 연습 이후 읽기이해 점수에서 의미 있는 향상을 보여주었고, 어휘쓰기에 있어서도 전체적으로 같은 단어의 반복이나 기초적인 단어(the 1st 1000) 보다는 다양하고 수준 높은, 즉, the 2nd 1000 list, 아카데믹한 단어(AWL), 및 그 이상 수준의 단어(NLW) 사용을 보여주고 있었다. 이러한 요약 교육 및 연습이 읽기 이해에 주는 긍정적 효과는 주제가 다른 읽기자료(reading source texts with different topics)를 바탕으로 한 상향식(bottom-up) 읽기 및 쓰기 유발(writing output-promoting)의 통합적인 요약단계에 있다고 보여 진다. 즉, 주어진 읽기자료를 요약하기 위해서 학습자들은 주요 단어, 구, 혹은 문장 수준의 이해를 하고, 이를 다시 본래의 텍스트보다 짧게 요약하기 위해 문장통합(sentence combination), 바꾸어 쓰기(paraphrasing), 통사적 변형(syntactic transformation), 그리고 만들어 내기(invention) 등의 요약 과정들(summarizing processes)에서 사전 사용 및 교사의 모델링과 피드백을 통하여 다양한 단어표현에 노출되고 경험하여 어휘 지식을 늘릴 수 있었고, 이후 쓰기에서의 어휘 사용에 도움을 준 것으로 보여 진다.

The present study aimed at examining the effects of English collaborative writing and learners’ reflections on the experience of collaborative writing. The study was classroom based, and the participants (n=33) were Korean graduate students majoring in English education. The study compared texts produced by pairs (n=22) with those produced by individuals (n=11). Among the participants, nine students, involving the collaborative writing, participated in the follow-up interview. The study found that collaborative writing had an overall significant effect on students’ L2 writing. In particular, pairs produced better texts in terms of content, organization, and vocabulary, but not grammar and mechanics. The results of the student interviews showed that collaborative writing helped them pool ideas and provide each other with useful feedback. Most students were positive about the experience while a few of them demonstrated some reservation about collaborative writing.

This paper addresses pedagogical implications of contrastive rhetoric by focusing on recent trends in the field of contrastive rhetoric. The paper first addresses traditional contrastive rhetoric and highlights major issues along the way. It then focuses on recent diversification of and challenges to traditional contrastive rhetoric. For this purpose, the paper takes a close look at a) contrastive rhetoric's recent focus on rhetorical similarities rather than differences, b) its examination of ESL/EFL learners' perspectives, c) the introduction of critical contrastive rhetoric, and d) the most recent challenges based on the English-as-an-international-lingua-franca perspective. The paper concludes with a discussion of pedagogical implications of such diversification efforts and challenges. The discussion covers contrastive rhetoric's contribution to the increased awareness of ethnocentrism underlying traditional contrastive rhetoric, the need to study about actual impact of teaching rhetorical differences and/or similarities, and the necessity of investigating ESL/EFL learners’ beliefs about writing in English, which is believed to have a filtering effect on ESL/EFL learners' acceptance of contrastive rhetorical information.

이 글의 목적은 쓰기 이론의 동향과 쓰기 교육의 실제를 점검해 보는 것이다. 이는 쓰기 교육이 나아갈 바를 탐색하려면 이러한 일이 반드시 필요하다고 믿기 때문이다. 이 연구에서는 먼저 과정 중심 쓰기 이론이 어떻게 변화하였는지를 살폈으며, 다음으로 이런 이론이 국어과 쓰기 교육에서 어떻게 반영되어 있는지를 분석하였다. 그리고 이런 검토의 결과를 참조하여 모국어의 쓰기 교육은 사고 훈련에 초점을 두어야 하고, 학생들의 실제 삶이 쓰기의 맥락이 되도록 하여야 하며, 쓰기 교육의 방법이나 내용은 학생의 수준이나 과제의 성격에 따라 유연하게 적용되어야 함을 제안하였다.