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.

Literature has been repeatedly recognized as an effective source of authentic materials in EFL classrooms. Literature exposes learners to coherent and expert writing which can enable them to write better and facilitates students’ creative writing skills. The purpose of this study was to investigate the teaching procedures of using short fiction in a Korean high school EFL course in which English writing and reading skills are integrated and to provide pedagogical suggestions for using authentic literature in EFL classrooms. First, this paper introduces a theoretical discussion of the advantages of using short fiction in an English writing instruction, and discusses reasons for selecting the Korean short novel Dongbackkot and the English short story “Araby” as resources for writing. After that pedagogical steps with practical classroom activities are described. We hope that the pedagogical suggestions provided here may inspire English teachers to design their teaching materials using appropriate literary texts to improve their students’ English essay writing and balanced communication skills.

Many instructors new to teaching English composition at the college level feel frustrated with what to teach and how to teach it. To learn about the context of support for these instructors, this small scale pilot study asked current ESL composition instructors in a large Midwestern research university to respond to a questionnaire aimed at revealing how experienced teachers give advice to new teachers. The participants included 16 experienced English composition instructors— eight teachers with five or fewer years of teaching experience and eight teachers with more than five years of experience. From each open-ended question response, emerging themes were coded and counted; additional data were qualitatively analyzed. Results showed that no differences in the number of themes per response were found between the two groups; however, similarities and differences regarding the orientation and content of advice given were found. Based on what was learned from this study, the researcher discusses how experienced teachers can better mentor new L2 composition teachers.

The purpose of this study is to examine phenomena of teaching writing in Korean as a foreign or a second language, and to propose contents and methods for improving teachers’ ability of teaching writing. I presented 3 reasons that mainly cause the difficulty in teaching writing for nonnative speakers of Korean. Among the reasons, teachers’ lack of confidence and insufficiency of expertise in teaching writing is the most important one which we have to compensate in terms of improving teachers’ ability. First, in chapter Ⅱ, I analyzed the trend of teaching writing in Korean as an L2, and examined the characteristics of teacher training for teachers-to-be in Korean language education. Next, in chapter Ⅲ, I defined the concept of ‘ability of teaching writing’, and summarized the categories of the ability. Finally, in chapter Ⅳ, I suggested the contents and methods for improving teachers’ ability of teaching writing with regard to teachers’ expertise. Specially, I focused not only on the pedagogic content knowledge (PCK), but also on the content knowledge (CK). In this paper, I explored teacher education which is considered as one of the most important area for better teaching Korean as an L2. However, this paper remains only as a pioneer attempt at teacher education research for the area is not fully discussed yet.

The issue of text appropriation is rarely explored in EFL classrooms where the teachers are native speakers of English. In this study we highlight how the ideology of NESTs influences students’ feedback practices. Two Korean EFL students seemingly welcomed teacher comments into their texts to make their revision process more manageable. By relinquishing their control, they welcome the appropriative behavior the teacher brings as the native English speaker. They believe that appropriating the behavior of the native English-speaking teacher is not only beneficial, but necessary in shaping their English discourse. Nonetheless, the students struggled in the feedback and revision cycles to negotiate between their hegemonic beliefs and the expectations of their native English-speaking teacher. In this sense, EFL students’ writing is always in foreclosure from the native English-speaking teachers, as EFL students are overshadowed by the ideology of NESTs.

This study examined how Chinese college students react to their writing teachers’ corrective feedback (CF). A total of 1,077 students completed a survey questionnaire consisting of two parts: participants’ general information and their reactions to teachers’ CF. It was found that students had positive feelings towards CF, and that they gave the most attention to the problems at the micro-level. They believed that teacher CF could help them greatly with revision in organization, vocabulary, and grammar, but that it was not so helpful with problems in content. Failure to comprehend or make corrections based on their teacher CF was reported. In such cases, some students tended to employ very limited strategies, or they responded to CF in a passive manner. Accordingly, it is suggested that further qualitative research also be conducted to obtain a fuller and finer picture of students’ reactions to their teacher’s CF on their writings.

In second language writing, while much research has focused on teachers’ act of feedback per se, scant attention has been paid to how they attempt to bring innovation to their feedback practices and how they cope with the contextual challenges arising from the innovation. This study seeks to explore two teachers’ perspectives on their own attempts at innovative feedback approaches in their writing classrooms. Drawing on data gathered from individual teacher interviews and their personal reflections, the results of the study show that their engagement in feedback innovation served as a significant source of their continuing professional development. While they encountered some challenges during the innovation, they also exercised their professional agency to address these challenges and reaped benefits from their innovative attempts. The paper concludes with some implications for feedback innovation in EFL contexts and how teachers can be supported in their continuing efforts to develop effective feedback approaches in writing.

This study aimed to investigate the characteristics of pre-service elementary teachers' understanding about scientific inquiry in terms of designing exploration and reasoning that is used to formulate explanations based on evidence. The research context was an open inquiry with using the Science Writing Heuristic (SWH) template in which participant students were not provided with inquiry questions. As data, lab. 39 pre-service elementary teachers participated in this study while taking their science methods course. Analyses of the reports were framed by the cognitive processes of inquiry (Chinn and Malhotra, 2002) and each report was coded and analyzed by the framework of inquiry (Tytler and Peterson, 2004). Results showed that groups' works that utilized the SWH template encouraged the participants to interact each other about scientific inquiry. They came up with more relevant and testable questions for their scientific inquiry. It implicates that children will be able to have chances of testing their own questions more properly by using the SWH template in science classes just as the participants did in this study. The use of the SWH template would help pre-service teachers to teach appropriately how to test inquiry questions to their students in the future. Discussion was made to figure out the characteristics or Korean pre-service elementary teachers' understanding about scientific inquiry.

This study investigates secondary school English teachers’ perceptions and psychological burdens involved in the implementation of the speaking and writing tests of the National English Ability Test, which is being developed by the Korean Ministry of Education, Science and Technology. The study surveyed 138 secondary school English teachers in Seoul. Although more than half of the teachers were aware of the new test, 18% of the surveyed teachers were not aware of the fact that speaking and writing skills would be assessed in the new test. Also, 22.7% of the teachers were opposed to the productive skills test. More than half (56.2%) of the teachers felt some psychological burdens toward the inclusion of the speaking/writing tests. Although the teachers admitted that serving as raters for the new test would help improve their teaching, the majority of them were reluctant to participate in the actual rating process. The teachers felt that the difficulty of subjective rating and the lack of time for the speaking and writing tests were serious problems in implementing the new test. The teachers were sensitive toward the students’ test anxiety. They also indicated that they feel a strong psychological burden when making judgments on the students' performances. Implications and suggestions are made based on the findings.

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 purpose of the study was to explore the role of journal as a way to encourage pre-service teachers to reflect on their own learning experiences and to determine the extent of reflection through journal writing. Journals were kept by pre-service English teachers during a teacher preparation course where the focus was on the understanding of second language acquisition. Sixteen participants were juniors in an undergraduate teacher development program in a university in Korea. The journal entries the trainees kept were analyzed through content analysis method in relation to the dual role as learners and prospective teachers. Within this research framework, it was found that the pre-service English teachers reflected internally on their English learning experiences and could connect the concepts and abstract ideas to their personal experience of learning English. Also, pre-service teachers were able to display their reflective capabilities through the exercise of journal writing in spite of their limited L2 writing skills. From the findings it is suggested that journals can be used as a valuable tool for the teachers-in-preparation, both in developing reflective teachers and in generating powerful insights which later would influence their own classroom behavior and motivation as a teacher.

This study explores whether journal writing and in-class discussion operate for developing reflective teachers and investigates main issues understood and enhanced by Korean EFL teachers through journal writing and in-class discussion. Seven participants in this study were all in-service English teachers as well as graduate students taking a course on ‘reflective teaching’ in a large university in Seoul. They were supposed to write journals on the web once a week and to read others’ journals for the following in-class discussion. Main issues enhanced by participants through journal writing and in-class discussion were as follows: Teachers’ beliefs about profession as English teachers in Korea; Teaching techniques to make students’ learning successful; Teachers’ perceived difficulties in current teaching. As to the feasibility of journal writing, most of the participants reported that journal writing had been a turning point to be a reflective teacher and in-class discussion made them find lots of useful teaching tips and solutions for the problems they had met. This study provides teacher trainers and teachers themselves useful insights to develop reflective teaching and to better understand the current issues of English teaching in Korea.

이 연구의 목적은 글 유형에 따른 예비교사의 평가 특성을 분석하여 교원 양성 과정에서의 구체적인 평가자 교육 방안을 제안하는 것이다. 이를 위해 2015년, 2016년, 2017년, 2019년에 국내 사범 대학에 재학 중이었던 예비교사 133명으로부터 설명문 40편과 논설문 40편에 대한 평가 결과를 수집한 후 글 유형에 따른 평가자의 엄격성 및 일관성, 평가자와 글 유형 간 편향의 특징을 살펴보았다. 이 연구의 결과는 다음과 같다. 첫째, 예비교사의 엄격성은 글 유형에 따라 크게 변하지 않는 것으로 나타났다. 둘째, 예비교사의 일관성 수준은 글 유형에 따라 크게 변하지 않는 것으로 나타 났지만, 일부 예비교사는 글 유형에 관계없이 부적합이나 과적합 경향을 보이거나, 특정 글 유형에 부적합 혹은 과적합 경향을 보이는 것으로 나타났다. 셋째, 예비교사 중 약 1/3은 특정 글 유형에 편향을 보이는 것으로 나타났다. 이 결과를 바탕으로 교원 양성 과정에서의 다루어야 할 평가자 교육 방안을 제시하였다.

이 연구는 현직 및 예비 국어교사의 쓰기 평가 태도의 양상을 살펴보고, 그 차이를 분석하였 다. 이를 위해 선행 연구에서 개발된 쓰기 평가 태도 검사도구를 현직(33명) 및 예비 국어교사 (80명) 총 113명에게 투입하여 쓰기 평가 태도에 대한 반응을 수집하였다. 이를 바탕으로 쓰기 평가 태도에 대한 기술통계량 및 집단 간 차이의 통계적 유의성을 살펴보았다. 그 결과 현직 국어교사에 비해 예비 국어교사의 쓰기 평가 태도가 상대적으로 높았으나, 두 집단의 쓰기 평 가 태도는 모두 척도 평균보다 낮았다. 한편 쓰기 평가 태도 하위 요인 및 하위 요인의 각 문 항에 대한 집단 간 차이에서 쓰기 평가에 대한 경험과 관련된 요인 및 문항에서만 통계적으로 유의한 차이가 나타났다. 이를 통해 쓰기 평가의 경험이 쓰기 평가 태도에 영향을 미치는 것을 확인할 수 있었다. 하지만 그 영향이 부정적이라는 점에서 긍정적인 쓰기 평가 태도 형성을 위 한 다양한 프로그램의 마련의 필요성을 확인할 수 있었다.

이 글에서는 수행적 글쓰기의 특성 및 구성 요인을 살피고, 예비 체육 교사 교육에서 수행적 글쓰기를 활용할 때 기대할 수 있는 효용 대해 탐색하였다. 수행적 글쓰기는 체육 활동을 하는 필자가 체육 활동을 한 뒤에 자신의 활동 과정을 되돌아보면서 글을 쓰는 활동인데, 여기에는 신체 활동에 수반되는 고통, 극복을 위한 노력, 극복 후의 성장 등이 잘 반영된다는 특징을 지 니고 있다. 이러한 특징은 수행적 글쓰기가 예비 체육 교사 교육 방안으로 활용될 수 있는 근 거가 된다. 수행적 글쓰기는 고통스러웠던 운동 장면의 회상, 극복을 위한 노력, 극복 후의 성 숙 등을 주요 구성 요인으로 한다. 수행적 글쓰기는 인문적 체육 교육에서 중시하는 심법적 자 질의 형성을 위한 효과적인 방법이 될 수 있다. 또한 최근 들어 그 중요성을 더해가고 있는 예 비 체육 교사의 논리적 글쓰기 능력 신장과 연결시킬 수 있다.