• 웰빙융합연구
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• 제7권1호
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• pp.43-50
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• 2024

Purpose: People must express their feelings and thoughts to maintain mental health and stability. Expressing one's emotions, experiences, and thoughts in writing relieves inner feelings, promotes self-exploration, and improves individual well-being, resulting in a pleasant state on physical, mental, and social levels. This study aims to reveal the learning experiences of university students who participated in a self-expressive writing course to improve their well-being. Method: To explore the learning experiences of university students who took a self-expressive writing course, this study used qualitative research methods to analyze the students' written reflection notes. Results: Self-expressive writing was found to resolve university students' negative emotions, regulate their emotions, improve their self-reflection and self-awareness, contributing to their problem-solving skills and ability to set new goals, and strengthen their social communication. The meaning of this class experience can be summarized as healing, awareness, reflection, change, and growth. Conclusion: The results of this study provide concrete data on expressive writing classes and are valuable when designing the writing programs.

• 대한예방한의학회지
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• 제20권1호
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• pp.43-54
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• 2016

Objectives : Self-esteem is a necessary inner factor for the korean medicine undergraduate, who will perform a various treatment relationship as a future health care provider. Writing is closely related with improving self-esteem by providing insight towards oneself. Methods : The level of self-esteem and current state of writing among 251 undergraduates studying korean medicine in Dongshin University were looked into through a structural survey. Results : Self-esteem score was 3.12 on a scale of 4 which was relatively high, but they showed defensive self-esteem tendency. Meanwhile writing variables appeared to be more influential to the self-esteem of undergraduates than personal characteristics. Also among writing variables, emotional writing and writing 2 to 3 times or more a month was related to high self-esteem which defensive self-esteem tendency is low. Majority of the undergraduates, however, turned out to be writing essay and writing 2 to 3 times a month. Conclusions : The following result suggests the need of writing classes as well as writing involved in emotion for self-esteem and improve medical communication in the curriculum of korean medical college.

• 영어어문교육
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• 제16권3호
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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.

• 비교문화연구
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• 제20권
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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.

• 디지털융복합연구
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• 제20권5호
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• pp.69-75
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• 2022

본 연구의 목적은 대학 온라인 영어쓰기수업에서 온라인 플랫폼, Padlet이 학생들의 영어쓰기 불안과 영어쓰기 전략에 어떻게 영향을 미치는지를 알아보는데 있다. 총 64명의 대학생이 연구에 참여하였고 영어 불안감, 영어쓰기 전략, 그리고 배경질문을 포함한 설문 작성을 완료하였다. 본 연구를 위해서, 1학기동안 쓰기 과제를 위해 Padlet을 사용한 실험 그룹과 대학 이러닝 플랫폼을 사용한 통제 그룹으로 나누어 실험이 진행되었다. 본 연구의 결과로 Padlet을 사용한 학생들은 대학 e-learning 플랫폼을 사용한 학생보다 영어쓰기 전략을 더 많이 활용하는 것으로 나타났다. 하지만 Padlet 활용은 영어 쓰기 불안에 통계적으로 유의미한 영향을 미치지 않았다. 영어 쓰기 불안은 영어수준별의 차이를 보였지만 수준과 상관없이 학기말에는 쓰기 불안이 감소했다. 본 연구의 결론으로 Padlet은 학생들의 영어전략을 적극적으로 활용하는데 유용한 온라인 학습도구이며 특히 영어쓰기수준이 낮은 학생들에게도 도움을 줄 수 있다.

• 대한수학교육학회지:학교수학
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• 제1권2호
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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.

• 한국과학교육학회지
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• 제33권7호
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• pp.1418-1430
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• 2013

이 연구에서는 학생들의 발성사고와 반구조화된 면담을 통하여 주장하는 글쓰기 과정에서 나타나는 글쓰기 과정 요소 및 글쓰기 전략을 조사하였다. 연구대상은 중학교 2학년 학생 18명이었다. 학생들은 글쓰기 과제에 제시된 정보들을 바탕으로 제시된 주장에 대한 찬성이나 반대 입장을 결정하도록 하였다. 발성사고와 면담의 전사본을 분석하여 글쓰기 과정에서 나타난 글쓰기 과정 요소와 글쓰기 전략을 분류하였고, 학생들이 작성한 글의 수준도 평가하였다. 주장하는 글쓰기의 과정 요소에 대한 분석 결과, 목표 설정, 개요 조직, 내용 평가 등의 요소에서 문제 해결 글쓰기와 다른 특징이 나타났다. 또한 주장하는 글쓰기에서는 '정보 조정'이 새롭게 발견되었다. 글쓰기 전략은 의사결정 유형(반성적/직관적)과 글쓰기 과정에서 개요 조직의 유무에 따라 네 가지(반성적 의사결정 및 개요 조직, 반성적 의사결정 및 개요 비조직, 직관적 의사결정 및 개요 조직, 직관적 의사결정 및 개요 비조직) 유형으로 분류하였다. 반성적 의사결정 및 개요조직 전략을 사용한 학생들은 주장과 논거의 관련성, 반대 입장에 대한 논박, 글의 구조 등의 측면에서 평가한 글쓰기 점수가 가장 높았다.

• 공학교육연구
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• 제13권1호
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• pp.3-16
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• 2010

이 논문은 기술 의사소통 기량을 기르기 위해 공대생들에게 가르치는 글쓰기 과목에서 어떤 내용들을 가르쳐야 할 것인지를 연구한 것이다. 이를 위해 먼저 국내 대학들에서 사용하는 글쓰기 교재들의 내용을 분석하였다. 기술문을 정의하고, 기술문 쓰기에 필요한 기초 글쓰기에 관한 내용들과 기술문의 특성을 고려하여 계열 글쓰기에서 가르쳐야 할 내용들을 열거하였다. 그런 내용들을 정하고 가르칠 필요성의 배경과 가르치는 사람 및 가르치는 일에 관련되는 내용을 토의하였다. 열거한 내용들을 반영한 교재와 그것들을 가르칠 방법의 개발이 일거리이다.

• 영어어문교육
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• 제11권3호
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• pp.39-56
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• 2005

This study is a small-scale replication study of Kubota (1998). Kubota discovered that L1 rhetoric was not the main cause of L2 writing problems. The conclusion of Kubota's study was in contrast to that of contrastive rhetoric research that claimed that the use of L1 rhetorical styles in L2 writing negatively affects the quality of L2 writing, in particular, at the organizational level. According to Kubota(1998), the use of Japanese rhetorical styles did not deteriorate the quality of English writing. By investigating Korean ESL learners, this replication study examined whether L1 and L2 writings have the same rhetorical styles and how L1 rhetorical styles affect the L2 writing quality. The study analyzed Korean and English persuasive writings written by 12 Korean ESL learners in terms of organization. The results show that Korean learners of English used different rhetorical styles in their L1 Korean writing and L2 English writing. However, there was a positive relationship between L1 Korean and L2 English organization scores.

• 영어어문교육
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• 제18권2호
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• pp.149-170
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• 2012

The purpose of the present study is to examine the degree to which the writing instruction using animations has effects on the writing performance of $4^{th}$ year elementary school students. This study also examined the effects of the animation-based writing instruction on the interest and confidence of those students. To this aim, the present study utilized a set of writing tests and questionnaires before and after the instruction. The data were collected from 63 elementary school students. The data were then analyzed using a series of statistical analyses. The results suggested that the students who received the writing instruction using animations performed significantly better on the writing test than those who received the textbook-based instruction. The results also suggested that those who received the animation-based instruction showed more positive interest and confidence on English and English learning. Finally, limitations of the present study and suggestions for further studies are discussed at the end of the paper.