Effects of Korean Writing Instruction in the Context of EnglishMedium Instruction: Changes in Motivation and Self-Efficacy

Abstract

This study focuses on the effects of Korean writing instruction in the context of an English-medium instruction (EMI) policy. It specifically investigates the changes of students’ motivation and self-efficacy through a semester-long learning and participation in the class. The dataset consisted of questionnaire responses about writing motivation, self-efficacy, and perceptions of English- and Korean-medium instruction (KMI) by college students learning Korean writing. Surveys were conducted at the beginning and end of two semesters. The analyses indicate that writing motivation (both extrinsic and intrinsic) and self-efficacy statistically significantly increased after the writing course. While positive correlations between intrinsic and extrinsic motivation, intrinsic motivation and self-efficacy, and extrinsic motivation and Korean-medium instruction were found at the beginning of each semester, post-class data additionally showed a negative correlation between KMI and EMI. These results are discussed to highlight the contribution of Korean writing instruction in the context of EMI to increased student perception of KMI as well as their writing motivation and self-efficacy.