Second language education has transitioned from teacher-oriented education to learner-oriented education. The same trend applies to Korean-language education and the research on diverse learner demand is being conducted on Korean-language learners bot...
Second language education has transitioned from teacher-oriented education to learner-oriented education. The same trend applies to Korean-language education and the research on diverse learner demand is being conducted on Korean-language learners both here and abroad. In contrast to speaking and listening courses being taught vigorously in Korean-language classrooms based on such learner demand research, writing courses are not given the attention they rightfully deserve. In light of this, if research is conducted on whether the affective factor, in particular the personality factor, among the factors that determine learning curve of a learner, affects learners’ writing, then it would serve as a primary resource that would allow the learner demand to be reflected in Korean writing courses.
In this backdrop, this study examines how personality types influence writing process and writing strategies of Korean-language learners and how distinctive features are revealed in a group of their respective native language. For the purposes of this study, personality types of Korean-language learners in English speaking countries and Korean-language learners in Japan were identified using the MBTI assessment, and then they went through a writing process followed by the interview on their writing process.
A connection between personality types and the writing process of Korean-language learners was found through analysis of MBTI personality types and comparative analysis of the writing process. Limitations were developed due to the small number of participants and the fact that no quantitative research was conducted for a meaningful correlation, nonetheless it was confirmed that during the writing process, preferred writing strategies did change according to different personality types. It was also found through the interview protocol analysis that there were instances where participants were unable to write according to their preference depicted by the personality type because Korean is a L2.
In examining through this study, it was revealed that among the basic indicators of personality types, the differences in the writing process were more pronounced in Sensing-Intuition and Judging-Perceiving preferences than Extroversion-Introversion and Thinking-Feeling preferences. This indicates that Sensing-Intuition and Judging-Perceiving preferences are more influential than the other types. The types represent different preferences over, in the case of Introversion-Extroversion is the direction of the energy, in Sensing-Intuition, a cognitive function, in Thinking-Feeling, a decision-making process, in Judging-Sensing, a lifestyle pattern, so from this a conclusion could be drawn that factors that directly affect the writing process are closely related to cognitive function and lifestyle pattern.
On the other hand, distinctive features of personality types were also revealed in the same native language group. Followed by the comparative analysis of features presented in the entire Korean-language learners according to the personality types, the effects of personality types on the native language group were examined. The comparative analysis found that there were preferences over personality types in the same native language group. The results of the comparative analysis yielded that in the case of Korean-language learners in Japan, they preferred Intuition over Sensing, and Judging over Perceiving in their writing. In comparing writings of learners in English-speaking countries and in Japan, it was more difficult to establish a clear pattern in the case of learners in English-speaking countries.
This study examines the effects of personality types and personality function pairs on the Korean writing process of the Korean-language learners and draws a conclusion that the personality types and personality functions in fact do have an influence over the learners’ writing process and the composition. The influence was found in the prewriting, the writing and the revision and the influence was particularly pronounced in Sensing-Intuition and Judging-Perceiving preferences. It is also found that features of the personality function pairs such as SF, ST, NF, NT, et cetera, were more pronounced in a learner’s writing than the aforementioned personality types.
This study is meaningful in that it explored the affective side, in particular the personality types at play in Korean-language education of Korean-language learners. As examined above, it is necessary to continue research on the affective side within the field of foreign-language learning and it is estimated that it would play a pivotal role in the learner-oriented education. The study is also meaningful in explaining through numerous resources the changes that occur in the process and strategies of writing not only due to the native language factor but also even more to the personality types. Furthermore, as the research on the personality types, writing and tools for writing education for the Korean-language learners continues into the future, the results of this study hopefully would become a meaningful contribution.
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