Using Narrative Inquiry in Examining Korean Pre-service Teachers’ Beliefs about L2 Writing and L2 Writing Instruction

Abstract

By employing L2 writing teacher expertise, narrative inquiry, and sociocultural theory, this study investigates South Korean pre-service teachers’ knowledge and beliefs on second language (L2) writing and L2 writing instruction at a university in South Korea. This qualitative case study examines the elements that shape Korean pre-service teachers’ L2 writing teacher expertise. Ten Korean pre-service English teachers participated in semi-structured interviews and engaged in narrative inquiry by completing the narrative frames worksheet. The results reveal that the pre-service teachers’ previous English writing learning experiences had an impact on their L2 writing teacher expertise. Moreover, applying situated EFL writing instruction in middle school and high school English education in South Korea, having students learn L2 writing for communicative purposes, and focusing less on grammar drills and multiple-choice tests would help train Korean pre-service teachers.