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Korean J General Edu > Volume 14(5); 2020 > Article
Korean Journal of General Education 2020;14(5):67-79.
DOI: https://doi.org/10.46392/kjge.2020.14.5.67    Published online October 31, 2020.
Exploring a teaching-learning Model for Literacy Improvement -Focusing on Overseas Korean Learners and Foreign Learners
Min-Jeong Jo1, Sung-Soo Kim2
1Lecturer, Yonsei University
2Associate Professor, Yonsei University
문식성 향상을 위한 교수-학습 방안의 탐색 -재외국민과 외국인 학습자의 학술에세이 쓰기를 중심으로
조민정1, 김성수2
1제1저자, 연세대학교 학부대학 강사
2교신저자, 연세대학교 학부대학 부교수
Correspondence:  Sung-Soo Kim,
Email: pantisocracy@hanmail.net
Received: 20 September 2020   • Revised: 20 October 2020   • Accepted: 22 October 2020
Abstract
The purpose of this study is to find a teaching-learning model that is meaningful for overseas Korean learners as well as foreign learners, to find them choose the subject of an academic essay, expand the content of that essay, and to finally complete the writing process itself. This study examined the effectiveness of various activities (discussions, quizzes, summaries, and establishing a point-of-view), all of which are involved in accurately understanding and interpreting a given work―after a student has studied a novel or movie―by comparing the results of the quizzes and essays related to that work of literature or film. In addition, by comparing the initially written drafts with their revised counterparts, this study showed that the activities mentioned above, along with the feedback of an instructor, are highly effective in the overall literacy level of the students, and with the degree of the completeness of their essays.
In this study, we confirmed that the use of quiz tests as class activities to improve literacy, pair activities for self-checking, and the instructor’s feedback on student writing, all have measurably high effects. As an activity to increase literacy, we confirmed that the understanding of the text is improved in the process of summarizing that given text. Furthermore, this helps students attain a high level of achievement in the process of writing the draft and as well as the final text.
Key Words: Academic Essay, Collaborative Learning, Peer Feedback, Meta-cognition Activities, Literacy, Writing Completeness
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