This study explores the effects of the genre-based writing instruction reinforcing the collaborative writing strategies on Korean writing courses offered by universities for international students in the undergraduate program. The result of the study ...
This study explores the effects of the genre-based writing instruction reinforcing the collaborative writing strategies on Korean writing courses offered by universities for international students in the undergraduate program. The result of the study has revealed the necessity of this instructional method for writing and proved the educational effectiveness of the teaching method.
Writing is a very important function of Korean language that international students have to acquire in order for them to successfully complete their study in the academic discourse community. Writing is essential for communication and learning, with their professors, classmates, peers and academic staff, and is related to the final evaluation such as exams, s and s. Most of them, however, find it difficult due to the insufficiency of their writing ability. For this reason, there is a need to review the current writing instruction and to find out difficulties that international students have experienced in order to suggest a more effective writing instruction.
This study investigates the needs of academic writing education and discusses the results of the analysis. According to the results of this research, international students recognized the importance of writing in Korean language and they thought that writing is the most difficult function among the four macro-skills in Korean language. They would like to learn the correct process in writing a , descriptive writing, self-introduction and e-mails among others. Based from the level of Korean proficiency test (TOPIK), international students have different thoughts about the difficulties of writing and the desired writing education. A teacher needs writing strategies to supplement the Korean proficiency gap of international students who are under the same class.
This study examines the history of the writing instructions and it turns out that the genre-based writing instruction is in need because it seems that the product-based approach and process-based approach have limitations. The genre-based approach is suitable for international students who lack Korean proficiency and the socio-cultural context of Korea. However, international students who have a different Korean proficiency take the same Korean writing course together. This study develops the genre-based writing instruction reinforcing the collaborative writing strategies for the heterogeneous ability group.
This study finds the effect of the experiment carried out after examining what the writing instruction is and how to use it in the classroom. Comparing the results of the control group, the experiment group is observed and found that it is particularly effective in constructing paragraphs and organizing contents than expressions. Accordingly, it turns out that the most effective method for undergraduate international students is the genre-based writing instruction reinforcing the collaborative writing strategies.
This study is meaningful to develop the writing education model for the bachelor degree-seeking international students and to prove the effect of the model. It is also significant that this study examines how to use this writing instruction in the classroom and prove the effect by conducting the experiment. There is, however, a limitation when taking into consideration the students’ nationality which lacks in variety and different teachers giving the lecture. Nevertheless, it is significant that the students who used the writing instruction have shown improvements in their writing in one semester. Further studies on this field need to conduct the experiment on particular genre such as descriptive writing for undergraduate students and s for graduate students.
Key words: genre-based writing instruction, collaborative writing strategies, heterogeneous ability group, analysis of the needs, context
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