This study aims at examining the writing process and the aspects of revision of Korean language learners. ‘How and Why do Korean language learners do writing so?’ is the fundamental question that this study answers.
This study is made up of two parts. In the first part, the theoretical basis of the writing process and the revision of Korean language learners is provided. In detail, the work in the literature addressing the writing and revision is discussed. Through the discussion, the fact that the concept of the writing process and the significance of revision are limited by the writing education is confirmed. In addition, the characteristics of the Korean writing process and the aspects of process centric writing education and revision education are addressed.
In the latter part, the feature of the writing process and the aspects of revision are studied through an observation survey for learners. The survey for learners is made up of three phases.
The first survey was performed as a preliminary survey to design the overall observation method and to finalize the research problem. Based on the snowball sampling in qualitative research methodology, 20 learners are selected as final objects of study after observation. The learners performed demonstrative writing and expressive writing and their process is observed. The think-aloud protocol which is obtained from the revision is analyzed. Through the observation, the following results for the writing process of Korean language learners are derived. First, the writing process of learners is performed through various way and it can be divided into the planned writing and unplanned writing. Second, it is possible to categorize factors influencing the writing process of learners. Outlining, writing a memo, revision, and data survey are of writing process factors. Moreover, while it is hard to observe directly, there are affective factors and social factors influencing cognitive strategies like audience consideration and self-rating. Third, according to the type of setting out in writing, there is difference on the effect among writing process factors, especially the cognitive factors. Through the preliminary survey results, there is the necessity of concreting the writing process factors of Korean language learners and examining the interactive aspects of the process factors.
The second survey, a quantitative one, was performed for 137 advanced Korean language learners to explore the writing process factors. The survey was categorized into four types. The first is to confirm the writing process types of a learner for the style of setting out in writing that are ‘outline dependant writing’, ‘memo dependant writing’, and ‘production dependant writing’. The second is to explore sub-components of cognitive factors used in the writing process. The third is to inspect sub-components of affective factors related to the writing motivation and writing anxiety. The fourth is a open question about writing education and feedback from teachers that a learner experienced.
The observed results of secondary writing process factors are as follows. First, the types of setting out in writing are 32.8% of outline dependant type, 37.9% of memo dependant type, and 29.2% of production dependant type. In addition, the revision strategy and native language usage strategy are influenced by the types of setting out in writing.
The results for sub-components of cognitive factors are as follows. The obtained cognitive factors through item validity verification and factor analysis are planning, content generation and organization, audience consideration, review and revision. While the planning factor shows the highest average level, but the highest relationship is for review and revision in factor relationship analysis. Especially, this factor has close relationship with content generation and organization.
Third, sub-components of affective factors of Korean language learners derived from item validity verification and factor analysis are exertion and efficacy, interaction, interest, writing anxiety, respectively. Among them, the average level of writing anxiety is the highest and the average level of interaction is the lowest. Exertion and efficacy factors have the highest relationship with the others. In addition, with cross interpretation of cognitive and affective factors, the planning factor in cognitive factors is the most negative relationship with overall affective factors. The review and revision factor has a positive relationship with all affective factors.
Fourth, cognitive factors and affective factors related to the writing process of Korean language learners are the reflection of accumulated results of social interactions from Korean classroom in individual Korean language learners.
The third survey is the observation survey of the writing process of Korean language learners. Overall, 26 Korean language learners performed three types of tasks (demonstrative writing, self-expressive writing, expository writing). During writing a draft process, the production and revision dynamics are observed by changing the color of pens as time goes by. Moreover, the cognitive behaviors of learners are observed by video recording. Learners revise their manuscripts based on the feedback from teachers. I derive the following results.
First, the writing process of learners is categorized into two types, plan driven revision and production driven revision. In addition, there exists degree between the two extreme types. The difference occurs in the writing process factors of learners with each type.
Second, although the motivity of idea generation and text development during the writing process stems from task representation in advance, the management and flow of flexible writing process rather is caused by production driven revision behavior. The organization of knowledge of learners during the writing process is the revision process through reflective review and knowledge changing.
As a result, the writing process type of Korean language learners are categorized into two types, plan driven revision that plans the revision in advance and production driven revision, which is based on the producted texts with a rough writing plan. The former has less cognitive burden in comparison with the latter. Moreover, it is easy to write when some constraints (e.g. time, grade) exist. However, this writing is too dependant to the writing plan, hence the generation of creative idea and the change of knowledge are limited during writing process. The latter is an unplanned writing type, therefore it may be unsuitable for inexperienced learners whose writing strategy is not internalized. However, with such type, Korean language learners use keeping level strategy and try to change the knowledge. In addition, they have more positive attitude to feedback from teachers.
This study has the following contributions. First, this study examines the performance behaviors and the demand of Korean language learners directly in the perspective of Korean language learners. Second, this study addresses various performance factors of learners. Third, this study improves the quality of research method and validity by synthesizing quantitative and qualitative methods.
This study has limitations that the small numbers of learners, the limitation of questionnaire itself, and relatively impractical writing tasks. However, this study has the novelty that there exist only limited work in the literature that considers qualitative approach to the entire writing process of Korean learners and quantitative approach for responses of Korean language learners at scale. This results may contribute to the development of Korean education and teaching program.
In summary, this study results in notable educational contributions by examining composing factors and internal interaction features of learners through the analysis of factors related to the writing process of Korean language learners. The inspection of the writing process of learners that is fundamental cause of writing learning will improves the performance of Korean language learners’ writing, hence it is expected that the results of this study can provide useful information for Korean writing teaching and learning.