온라인 성찰일지 쓰기가 학문 목적 한국어 학습자의 자기조절 쓰기 전략에 미치는 영향 연구
The Effects of Online Reflective Journal Writingon the Self-Regulated Writing Strategiesof Academic-Purpose Korean Learners
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초록
본 연구는 외국인 유학생의 온라인 성찰일지 쓰기가 자기조절 쓰기 학습 전략에 미치는 양상을 파악하는 데 목적이 있다. 이를 위하여 부산의 B대학교의 35명의 외국인 유학생을 대상으로 4회의 온라인 성찰일지 쓰기를 진행한 후 자기조절 쓰기 전략(WSSRLQ)의 결과 값을 측정하였다. 이를 통해 학습자들이 쓰기를 진행할 때 나타나는 인지, 상위 인지, 사회적 행동, 동기 조절의 양상을 심도 있게 파악할 수 있었다.
Abstract
This study investigates patterns of self-regulated writing that emerge when academic-purpose Korean learners engage in online reflective journals and evaluates their effects on writing strategies. Thirty-five international students at B University in Busan completed four journal sessions. Journal texts were analyzed qualitatively with NVivo. Learners’self-regulated writing strategies (WSSRLQ) were measured pre- and post-intervention and examined using descriptive statistics and paired-sample t-tests in SPSS 29. Clear instructional methods and explicit explanations facilitated comprehension. In contrast, insufficient TOPIK proficiency, limited writing ability, and lexical difficulties impeded understanding. Students reported challenges in writing knowledge, vocabulary, and grammar. They recommended increased writing practice, systematic vocabulary learning, and greater exposure to Korean through reading and listening. Affective responses-interest, satisfaction, motivation, and self-efficacy-were broadly positive, while students also requested further guidance in academic writing strategies. Overall, self-regulated writing strategies improved, with motivational regulation showing a statistically significant gain (p< .001), suggesting that online reflective journals can enhance motivation and support self-regulated writing in academic Korean education.