My teaching experience as a writing instructor: The 7th experience

This study was conducted to determine the effectiveness of my writing instruction and prepare for the following writing instruction in a university context in Southern South Korea. To achieve the goal, three research questions were raised and answered in a given order; 1) Participants of the study show progress in writing in terms of accuracy and fluency, 2) The most frequently appearing errors in the pretest were Meaning > Paralleism > Thesis statement > Conjunction S+V, S+V > Connectives, and 3) Meaning > Sentence types (S+V) > Logic > Mechanics > Agreement (Noun numbers) errors were survived at the end of the semester. Compared to the previous teaching context, my new students at a new university, called P University, show unique ways of making writing errors. What makes this discrepancy? Based upon the findings of the study, instructional intervention including writing was suggested as the form of the quizzes.

Autorentext

Professor Park has taught English for three decades at Pukyong National University in Korea. He has published articles and books on English writing related issues and worked as chief editor of STEM Journal published in Korea. He is also interested in NVivo and has published articles and books on CAQDAS.