Effects of an Extracurricular English Cover Letter Writing Program on Korean University Students’ English Cover Letter Writing Skills
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This study investigated the effects of an extracurricular English cover letter writing program that used a flipped learning model to improve the quality of English cover letter courses and Korean college students’ professional communication skills in global settings. In this program, prior to class, the students watched a video lecture on writing effective cover letters. During the in-class sessions, the students applied their prior knowledge in various activities, such as a quiz, writing an English cover letter in pairs, and Q&A and feedback sessions with their peers and instructor. Data from 51 students who completed cover letters before and after the program and the post-survey were analyzed. The analyses revealed that the program had a significant positive effect on the students’ cover letter writing skills. This study proposes an effective instructional model for English cover letter programs and extends previous research on cover letter writing, which has focused on contrastive analyses between native and non-native English speakers, to a more educational and practical dimension. It also contributes to the literature as an empirical study on English extracurricular programs for career development, which is an under-researched topic. This study has pedagogical implications that emphasize the need to strengthen various activities that train students to describe their work experiences using specific and quantifiable details and persuasively connect those experiences to potential employers’ needs and thereby promote themselves as ideal candidates for specific job roles.
Abstract
This study investigated the effects of an extracurricular English cover letter writing program that used a flipped learning model to improve the quality of English cover letter courses and Korean college students’ professional communication skills in global settings. In this program, prior to class, the students watched a video lecture on writing effective cover letters. During the in-class sessions, the students applied their prior knowledge in various activities, such as a quiz, writing an English cover letter in pairs, and Q&A and feedback sessions with their peers and instructor. Data from 51 students who completed cover letters before and after the program and the post-survey were analyzed. The analyses revealed that the program had a significant positive effect on the students’ cover letter writing skills. This study proposes an effective instructional model for English cover letter programs and extends previous research on cover letter writing, which has focused on contrastive analyses between native and non-native English speakers, to a more educational and practical dimension. It also contributes to the literature as an empirical study on English extracurricular programs for career development, which is an under-researched topic. This study has pedagogical implications that emphasize the need to strengthen various activities that train students to describe their work experiences using specific and quantifiable details and persuasively connect those experiences to potential employers’ needs and thereby promote themselves as ideal candidates for specific job roles.