This study aims to examine the relationship between writing self-efficacy and metacognitive writing strategies of Korean language learners for academic purposes and devise effective ways to teach writing skills.
Invariably Korean language learners for academic purposes attending Korean universi...
This study aims to examine the relationship between writing self-efficacy and metacognitive writing strategies of Korean language learners for academic purposes and devise effective ways to teach writing skills.
Invariably Korean language learners for academic purposes attending Korean universities are given writing assignments, and many of them find it difficult and burdensome to deal with such a complicated problem-solving process and deliver a coherent message in a foreign language. Thus, this research seeks ways to improve their writing skills, focusing on the metacognitive writing strategies, which is one of the cognitive factors of the writing process, and writing self-efficacy, which is an affective factor.
The study problems were set as follows: (1) how writing self-efficacy of Korean language learners for academic purposes and their metacognitive writing strategies are shown, (2) what relationship they have with each other, and (3) in what direction the writing education of Korean language learners for academic purposes has to be provided considering the abovementioned factors.
A survey was conducted against learners for academic purposes in Korean universities to show that writing self-efficacy and metacognitive writing strategies have a high positive relationship. In addition, metacognitive strategies, which go similarly and differently depending on the level of self-efficacy, were identified.
Based on the survey results, the following suggestions were made that require further discussions. First, improving the learners’ writing self-efficacy and metacognitive writing strategies has to be sought as an educational objective. Second, education programs should be provided to help learners understand and utilize different writing processes and strategies in each step. Next, diverse writing genres need to be considered. Last but not least, it is necessary to come up with educational methods based on cooperation between the teachers and peer learners.
In order to ensure meaningful application of the abovementioned suggestions for Korean language learners for academic purposes, writing workshops were presented as a good way of teaching writing skills through cooperation. It will consist of “mini-lessons, writing, consultation, and sharing”, allowing participants to complete writing assignments in Korean, enhance their writing self-efficacy, develop metacognitive writing strategies, and ultimately improve their writing skills.
The meaning of this research lies in that it identified noteworthy implications of writing education of the Korean language by looking into the relationship between writing self-efficacy and metacognitive writing strategies of learners for academic purposes and suggested feasible education methods. It is hoped that more in-depth discussions would be made on effective ways to provide cooperation-based writing education by improving writing self-efficacy and metacognitive writing strategies of Korean language learners for academic purposes.
Key words: Korean language writing for academic purposes, Korean language learners for academic purposes, writing self-efficacy, metacognitive writing strategies, writing workshop
This study aims to examine the relationship between writing self-efficacy and metacognitive writing strategies of Korean language learners for academic purposes and devise effective ways to teach writing skills.
Invariably Korean language learners for academic purposes attending Korean universities are given writing assignments, and many of them find it difficult and burdensome to deal with such a complicated problem-solving process and deliver a coherent message in a foreign language. Thus, this research seeks ways to improve their writing skills, focusing on the metacognitive writing strategies, which is one of the cognitive factors of the writing process, and writing self-efficacy, which is an affective factor.
The study problems were set as follows: (1) how writing self-efficacy of Korean language learners for academic purposes and their metacognitive writing strategies are shown, (2) what relationship they have with each other, and (3) in what direction the writing education of Korean language learners for academic purposes has to be provided considering the abovementioned factors.
A survey was conducted against learners for academic purposes in Korean universities to show that writing self-efficacy and metacognitive writing strategies have a high positive relationship. In addition, metacognitive strategies, which go similarly and differently depending on the level of self-efficacy, were identified.
Based on the survey results, the following suggestions were made that require further discussions. First, improving the learners’ writing self-efficacy and metacognitive writing strategies has to be sought as an educational objective. Second, education programs should be provided to help learners understand and utilize different writing processes and strategies in each step. Next, diverse writing genres need to be considered. Last but not least, it is necessary to come up with educational methods based on cooperation between the teachers and peer learners.
In order to ensure meaningful application of the abovementioned suggestions for Korean language learners for academic purposes, writing workshops were presented as a good way of teaching writing skills through cooperation. It will consist of “mini-lessons, writing, consultation, and sharing”, allowing participants to complete writing assignments in Korean, enhance their writing self-efficacy, develop metacognitive writing strategies, and ultimately improve their writing skills.
The meaning of this research lies in that it identified noteworthy implications of writing education of the Korean language by looking into the relationship between writing self-efficacy and metacognitive writing strategies of learners for academic purposes and suggested feasible education methods. It is hoped that more in-depth discussions would be made on effective ways to provide cooperation-based writing education by improving writing self-efficacy and metacognitive writing strategies of Korean language learners for academic purposes.
Key words: Korean language writing for academic purposes, Korean language learners for academic purposes, writing self-efficacy, metacognitive writing strategies, writing workshop
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