Curriculum and Feedback Measures to Improve Writing Efficacy －Focusing on the Case of K University's Writing Subject

Abstract

It must be tiresome and burdensome for college freshmen to write, the Z generation, most of whom get information and communicate through hypertext, digital media. In order to conduct writing education for learners with low confidence in writing, educators should start by trying to increase their student’s writing efficacy. In the preliminary survey of K University’s writing subject, it was found that the confidence of learners in writing was low.As part of the review, this paper presents a three-stage writing curriculum operation plan based on Fisher & Frey’s framework (2021:4) for effective education. In the first step, learning goals and achievement standards are set and presented clearly to learners. In the second stage, examples that meet achievement standards are presented to guide and educate, and feedback is provided to support learning. In the third step, learners must complete individual learning and instructors should present them with feedback.In the course of operating the three-stage curriculum, the feedback of the instructor is very important. Therefore, this paper examined that feedback, taking into consideration that the emotional aspects of learners is necessary to improve their writing efficacy. In addition, specific feedback procedures were presented for this approach, and cases of students enrolled in the writing curriculum of K University were also examined. As can be seen from the survey results of K University’s writing students, I think that the discussions in this paper will help improve writing skills by improving the efficacy of writing learners.