This study investigates how writing tasks in 10th-grade English textbooks in South Korea have evolved across six national curricula, from the 5th to the 2022 Revised Curriculum, excluding the 2009 Revised Curriculum, which did not mandate the use of textbooks for this grade level. The study examined writing tasks from 16 textbooks, analyzing their instructional focus, the integration of pre-, while-, and post-writing components, degree of collaboration, and genre distribution. The findings indicate a gradual shift from sentence-level, language-focused tasks to paragraph-level, meaningmaking tasks. Process-oriented elements, particularly pre- and post-writing components, have become more common, though post-writing activities remain limited to peer review. The provision of paragraph skeletons has increased over time. Peer-based collaboration has increased, but group writing tasks have nearly disappeared. Genre coverage has broadened over time, yet expository writing continues to dominate. This study underscores the importance of continued attention to how writing is represented in instructional materials to support more pedagogically informed L2 writing instruction.

이 연구는 미얀마인 한국어 학습자의 한국어 사용 오류 양상을 살펴서 미얀마인 한국어 학습자들에게 좀 더 효율적으로 한국어교육을 할 수 있 는 방안에 대해 제언하는 것을 논의의 목적으로 하였다. 이 연구의 목적 을 달성하기 위해 미얀마인 외국인 유학생들 63명의 작문 과제를 음소, 문법, 어휘 등의 측면에서 분석하였다. 그 결과 음소 관련 오류에서는 파 찰음, 평음과 경음의 대치 오류가 많았으며, 'ㅓ'와 'ㅏ', 'ㅐ'와 'ㅏ', 'ㅐ' 와 'ㅔ'의 대치 오류도 많이 나타났다. 문법 관련 오류에서는 연결어미 ‘-고’와 ‘-아서/어서’의 대치 오류가 가장 많았으며, 어휘 관련 오류에서 는 어휘 의미 혼동, 미얀마어의 영향에 따른 의미 과잉 적용 등의 오류 가 많이 나타났다. 이 연구과 같은 한국어와 미얀마어의 대조 분석 관점 에서의 오류 연구가 계속 된다면 미얀마 한국어 학습자의 한국어교육에 유의미한 기여를 할 수 있을 것이다.

The present study examined how writing tasks in high school English textbooks under the revised national curriculum reflected the key writing elements (process, genre, and context) of process-genre based approach. Concerning the latter, the focus was narrowed to audience since it was relatively neglected in writing instruction compared with other contextual factors. For this study, we analyzed 335 writing tasks in ten English textbooks for 1st- and 2nd-year high school students. Results showed that writing tasks largely incorporated the process-genre based approach. However, pre-writing activities mostly scaffolded the organization of ideas, rather than generated them. In the post-writing phase, editing was not targeted in some writing tasks. Both the diversity of genres/subgenres and genre awareness activities were also lacking. In addition, few writing tasks targeted the development of audience awareness through explicit activities. These findings provide pedagogical implications for writing task and curriculum development for material writers, curriculum designers, and practitioners.

This study investigated a new writing task that utilizes drawing to elicit students’ language and original thinking. Two forms of pictures were designed and administered to 118 children. One form was conventional and consisted of completed pictures, requiring students to simply describe the pictures in writing. The other form, which was new, comprised incomplete pictures, requiring students to first draw and then describe them in writing. The descriptions were scored for originality (to represent creative thinking) and vocabulary and text length (to reflect linguistic domains). The originality scores were higher for students who were given the unfinished pictures regardless of their writing proficiency. Vocabulary diversity and text length fluency depended on the level of writing proficiency: for poor writers, these abilities were facilitated when they were given completed pictures, while for good writers, the form variation made no difference. This study highlights that to stimulate original thinking, an unfinished picture form is useful because it affords students opportunities to express unique ideas regardless of poor or good writers.

This study examines the effects of the integrated reading-writing tasks (e.g., writing summaries or reflective essays) on college students’ writing performance. A pre-test and a post-test which consisted of reading comprehension questions and a writing task were administered to 207 EFL college students at the beginning and end of a semester. The data was analyzed both quantitatively using ANOVA and post-hoc test, and qualitatively using a questionnaire survey and interviews. The mean scores of the posttest for the classes which utilized the integrated reading-writing tasks were higher than that of the control group. Also, higher level students in the two experimental groups and a control group showed that there were improvements between the pre-test and post-test, specifically in the treatment groups. The analyses of the questionnaire survey and interviews revealed that the treatment groups which integrated reading-writing in class perceived writing summaries and reflective essays as helpful and effective tools for enhancing their writing ability. The overall results of the study indicated that implementing the integrative approaches to language instruction in the EFL classroom is beneficial in improving learners’ writing performance regardless of the learners’ proficiency level.

This study aims to analyze the process of how Chinese students practice collaborative writing and to figure out whether collaborative writing is useful to Korean language learners for academic purposes. In total, 15 Chinese students of Korean language for academic purposes participated in the research and they were divided into Groups A and B, respectively. Five participants of Group A were individually assigned with writing tasks while ten participants of Group B conducted collaborative writing tasks in pairs. Groups A and B conducted both tasks of a data commentary and an argumentative essay. The result was that fluency and complexity were not significantly different between Groups A and B. However, accuracy was higher in Group B. Accordingly, for students of Korean language in an advanced level, collaborative writing activities did not result in longer texts or more complex linguistic practices but led to more accurate texts. Whether this accuracy will strengthen grammatical knowledge of language students in an advanced level in the long-term is unknown, so follow-up studies are needed.