온라인 성찰일지 쓰기가 학문 목적 한국어 학습자의 자기조절 쓰기 전략에 미치는 영향 연구

초록

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.

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