학습자의 니즈와 디지털 ‘쓰기’ 환경을 적용한 실용일본어작문 교육 실천사례

Abstract

This study ICT education, from the viewpoint of increasing students’ interest in writing classes and improving their writing skills. ICT education entails activities such as searching and writing through the use of smart devices, submitting assignments, and requesting feedback. Before administering the task of writing the composition, we organized an active class where opinions were shared in Korean about “what to write and how to write it”. For the content of writing, each weekly class instructed participants to write scenes that had pratical value for actual college students (versus ambiguous writing focusing on existing sentence patterns and topics). Per the findings, the participants showed high satisfaction with the introduction of ICT classes, as well as the instructor’s feedback through e-mail. They opined on the benefit of frequently learning the used vocabulary, writing content and components with pratical use, Chinese characters, and honorific words. Participants claimed that the activity of discussing the writing contents in Korean regardless of the difference in Japanese language ability was highly satisfactory as it helped to think about “what to write and how to write.” At least one student expressed dissatisfaction with the level of Japanese language proficiency in the participants’ group. Future studies could address the strategies to overcome such differences.