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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 24, No. 0, pp.1229-1254
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2024
Received 27 Aug 2024 Revised 15 Nov 2024 Accepted 23 Nov 2024
DOI: https://doi.org/10.15738/kjell.24..202411.1229

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

김지연
제주대학교
Exploring primary teachers’ classroom practices in English writing: Focused on the use of instructional techniques
Jiyeon Kim
Professor, Dept. of English Education, Teachers’ College, Jeju National University, Tel: 064-754-4903 kimjy@jejunu.ac.kr


© 2024 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

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.

Keywords:

instructional techniques, primary teachers, writing practices, teachers’ knowledge

Acknowledgments

이 논문은 2024학년도 제주대학교 교원성과지원사업에 의하여 연구되었음

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