• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.485-494
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• 2023

The purpose of this study was to examine the relationship between writing self-efficacy and academic achievement in a project-based university writing class, and the mediating effect of reflective journal writing. A total of 135 college students participated in the study. The results showed that students with higher writing self-efficacy had higher academic achievement and wrote more reflective journaling. Reflective journaling was found to have a positive impact on reviewing learned content, improving metacognition and memory, and promoting idea development. Overall, consistent reflective journal writing not only enhanced writing self-efficacy but also positively influenced academic performance.

• Journal of Korean language education
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• v.28 no.1
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• pp.173-196
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• 2017

Writing is a subjective and performative activity. Writing ability has multi-facets and compoundness. To understand the examinees's writing ability accurately and provide effective writing scores, raters first ought to have the competency regarding assessment. Therefore, this study is significant as a fundamental research about rater's characteristics on the TOPIK writing assessment. 150 scripts of the 47th TOPIK examinees were selected randomly, and were further rated independently by 20 raters. The many-facet Rasch model was used to generate individualized feedback reports on each rater's relative severity and consistency with respect to particular categories of the rating scale. This study was analyzed using the FACETS ver 3.71.4 program. Overfit and misfit raters showed many difficulties for noticing the difference between assessment factors and interpreting the criteria. Writing raters appear to have much confusion when interpreting the assessment criteria, and especially, overfit and misfit teachers interpret the criteria arbitrarily. The main reason of overfit and misfit is the confusion about assessment factors and criteria in finding basis for scoring. Therefore, there needs to be more training and research is needed for raters based on this type of writing assessment characteristics. This study is recognized significantly in that it collectively examined writing assessment characteristics of writing raters, and visually confirmed the assessment error aspects of writing assessment.

• English Language & Literature Teaching
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• v.16 no.3
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• pp.291-315
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• 2010

The present study examined the role of dialogue journaling in Korean students' English writing development. Thirteen Korean middle school students participated in a five-week dialogue journal writing program. The participants' English writing skills before and after their dialogue journaling were compared in terms of holistic and analytical scores of their English essays. The study also examined the changes in the participants' language use, as manifested in their dialogue journals. The results indicated the positive influence of dialogue journal writing on the participants' English writing skills in the areas of content and lexical fluency. As for the linguistic evidence that related dialogue journaling to English writing development, the three patterns of change in language use emerged from the participants' dialogue journals: a) raised awareness on grammar conventions, b) raised awareness on discourse conventions, and c) increased depth and richness in idea development. There were also three unhelpful factors associated with little improvement of English writing: a) lack in basic writing skills, b) repetitive use of identical sentence patterns, and c) lack in grammatical and lexical awareness. Overall, the results suggested that dialogue journaling could facilitate Korean students' English writing development when it creates authentic communicative interactions between the teacher and students.

• Cross-Cultural Studies
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• v.20
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• pp.67-111
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• 2010

This paper examined the role of intermediate texts in the writing process in the context of an EFL composition class. From the tradition of teacher research, this study examined how the Korean college students in different proficiency groups created intermediate texts and used them while composing their own writing. The students produced various types of intermediate texts during the compositing process, which could serve as a basis of their writing. However, the patterns of using these intermediate texts differed widely across the proficiency groups. A writing cycle for the low proficiency group, or "surface reading-few intermediate texts-writing," indicates that less proficient students tended to engage in reading in separation of writing practices and thus produced few intermediate texts through their literacy practices. On the other hand, the students in the higher proficiency groups revealed the more integrated pattern (i.e., purpose reading/intermediate texts/writing), indicating that they often engaged in reading with specific writing purposes, practiced reading in connection to other writing practices, and elaborated written intermediate texts produced. This study argues that, to shift our student writers to a higher level category, we as teachers need to help them engage in reading and writing practices in the way they produce and use intermediate texts appropriate to their specific writing purposes.

• Journal of Engineering Education Research
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• v.15 no.5
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• pp.131-139
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• 2012

This paper emphasizes writing education for engineering students should be communication driven writing education based on KEC2005. Communication driven writing for engineering students is essentially same as Technical Writing(TW) developed on the basis of ABET. Considering the current writing capability of engineering students and social need for various types of writing, TW education should be divided into two courses: basic and advanced. This paper deals with contents of a basic TW course in Myongji University, as a model case of a basic TW course for engineering students. It underlines various methods of prewriting that should be stressed and practiced in the TW class, because the prewriting step in the writing process determines the overall direction and structure of an essay. In particular, this paper introduces Power Writing(PW) which uses the structure of a paragraph as a means for providing building-blocks for the essay, employing logic, and ordering information arrangement in a paragraph. This paper also deals with important guidelines about sentence structure and word selection and proposes various applications of TW such as resume, interview, proposal, report, and presentation as a latter part of the basic course. Finally this paper highlights the etics of writing, such as plagiarism and the basic principles of quotation.

• School Mathematics
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• v.1 no.2
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• pp.589-603
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• 1999

Writing in mathematics education is widely used in foreign countries. In this respect, it needs to consider the possibility and directions and directions for using writing in mathematics education. For this purpose, three perspectives - constructivism, socio-cultural perspective, symbolic interactionism - on communication in mathematics education have been reviewed. Then the past research on writing in general and using writing in mathematics education was summarized. Finally, directions for using writing in our mathematics class were suggested.

• Journal of the Korea Society of Computer and Information
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• v.23 no.6
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• pp.9-14
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• 2018

This paper focuses on how the latest progress in digital media and technology affects the writing education environment. In the contemporary era, collecting numerous pices of information online, and arranging them to create new knowledge is important. There is also a need to seek new methods for writing education to stay in tune with the times. To that end, this paper suggests an open writing model using hypertexts. This writing model consists of a total of five stages, which are use of information, compilation of information, open mutual discussion, search of additional information and writing to recreate knowledge. The final outcome of such writing is writing using footnotes. By describing the gist of the keyword and adding numerous footnotes, such writing opens up an infinite possibility of re-creating information into new knowledge. This method can help university students who are accustomed to the digital society to proactively use information and improve multi-disciplinary communication skills required today. This author applied such a model to university writing education and found that more than 82% of the students were satisfied. Through the process of collaboration and recreation of knowledge in writing, learners found distinct benefits and noted their horizons had broadened. Given this effect, the open writing model using hypertexts is meaningful in that it forms a learning community that goes beyond a one-way feedback from instructor to student and instead nudges students to realize collective intellect. Moreover, it is meaningful in that it moves away from a top-down approach of the instructors passing down knowledge about writing and its rules, and towards a more proactive involvement by students in creating knowledge.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.51-66
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• 2005

This study investigates the feasibility of incorporating student evaluations of peer review interactions into the course grade for an EFL writing course. The use of such evaluations offers a way to grade the process of writing more directly than using writing portfolios alone. Moreover, evaluating peer review interactions highlights the social aspect of writing, which is valuable in the current post-process climate in writing instruction. The 18 members of a semester-long EFL writing course at a Korean university were trained in peer response for one half of a semester; then performed evaluations of peer review interactions during the second half of the semester as part of their writing course. Student evaluations were examined to reveal whether any bias occurred due to relative age, gender, major, or question type. The results revealed no such biases. Therefore, it is suggested that students are capable of providing fair evaluations of peers, which means the evaluations can be factored into the course grade in order to evaluate the social aspect of the writing process.

• Journal of Engineering Education Research
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• v.17 no.1
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• pp.26-41
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• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• Journal of Korean Elementary Science Education
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• v.28 no.2
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• pp.178-186
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• 2009

The science writing is recognized for useful learning method to boost up scientific thinking for all class course as well as traditional lecture and experiment. Many researches say that science writing is helpful to extend students' science knowledge and scientific attitude. By the way, the researchers thought that science writing can also improve the science process skill if students participate in delicately organized learning program. In this study, we had contrived the teaching & learning strategy of science writing to improve science process skills. The learning program covers all field of Klopfer's process skills with various forms of writing; explaining writing, logical writing, critical writing, and creative writing. The learning program has been developed for 5th grade students in the regular classes in order to enhance science process skills as well as knowledge and scientific attitude. Not to miss any process skill or various kinds of writing, we used 3 dimensional frame. The axes of the frames are science process skills, forms of writing, and science curriculum contents. The students are given the final writing theme at the beginning of each chapter. They drill science process skills step by step during the classes, and have a chance to talk each other before the final writing. They practice writing skills from one sentence to full article by degrees. The effect of the program was examined by students' work and TSPS (Test of Science Process Skill). The result showed that 5th grade students had a meaningful progress in science process skills as well as knowledge and scientific attitude. we could confirm it with examining students' work in the class.