대학글쓰기 학습자의 인식 및 선호도 분석 = Perception and Preference Analysisof College Writing Learners

다국어 초록 (Multilingual Abstract)

This research is conducted to investigate and analyze the perceptions and preferences of learners taking writing courses, to track changes in their perceptions of writing, and on the other hand, with the purpose of understanding learners' perceptions in more detail through descriptive questions.
The summary of the three surveys and analysis is as follows. In the first survey, 84.99% of the survey subjects saw that writing courses were needed for communication, and the response that writing courses was needed was high at 81.66%. This showed that the general perception about the writing learning of learners was positive. On the other hand, 45% responded that ‘writing was burdensome’, confirming that the burden felt by the learners cannot be ignored. In the second survey, 78.57% of the respondents said that ‘writing skills had improved’, and 66.06% said ‘burden on writing was reduced’. This can be seen as the result of gaining confidence by receiving positive feedback from instructors and peers in several writing exercises. In the third survey, 71.42% answered “yes”, a 33.09% increase compared to the first survey, to the question “Do you have the confidence to complete a piece of writing when given an assignment?”, and to the question ‘Can you express your thoughts in writing?’, 75% answered ‘yes’, a 31.68% increase from the first survey. The reason why learners' self-affirmation increased as so was because their self-efficacy improved by the successful experience achieved during repeated writing practice.
‘Writing’ is a subject that learners take with great burden, and above all, classes should be planned with a deep understanding of learners. Through three surveys and analyzes conducted based on this perception, it was possible to more clearly grasp learners' perceptions and preferences related to writing. These results can be used as references when planning writing classes centered on the learners.