초등 교사의 영어 쓰기 수업 실천에 관한 연구: 교수 기법을 중심으로

• Published in: 영어학, 24(0) pp. 1229 - 1254
• Main Author: 김지연
• Format: Journal Article
• Language: English
• Published: 한국영어학회 01.11.2024
• Subjects: 영어와문학
• ISSN: 1598-1398; 2586-7474
• DOI: 10.15738/kjell.24..202411.1229

This study investigated the instructional techniques used by primary teachers in English writing teaching and their views of classroom writing practices, including factors affecting their writing instruction. The questionnaire data from 78 teachers and the data from in-depth interviews with 4 teachers were quantitatively and qualitatively analyzed. The results showed that they used controlled writing most frequently, followed by guided writing and free writing. Their error correction moving around the classroom was the most frequently used technique, and peer correction was the least frequently used. Additionally, they often integrated technology such as online dictionaries, Papago, Google translator, and Padlet in classrooms, but not ChatGPT. There was no statistically significant difference in the use of techniques between male and female teachers, and between the 4 teaching experience groups, except one item. Two interviewing teachers A and B reported focusing their writing instruction on a product approach, while teachers C and D on the combination of a product and process writing. All teachers used different materials to scaffold learners’ writing, like CDs, mind maps, word clouds, PPTs, picture books, and writing guidelines. Notably they indicated that three factors, i.e., teachers’ knowledge of writing instruction, learners’ levels, motivation and interests, and lack of time in teaching writing affected their classroom practices significantly. KCI Citation Count: 0