전공 수업 비평 과제 수행에 나타난 인지 과정 분석 연구

Analysis on the Cognitive Process in the Critical Reaction Papers of a Major Course in College: Based on Comparison with the Writings of International Students and Korean Students

The present study aims to study the cognitive process of critical reaction papers and to suggest pedagogical implications on the Korean language education for international students at universities in Korea. The reaction papers submitted by 60 Korean language and literature major undergrad students were analyzed according to the cognitive hierarchy of the revised Bloom’s taxonomy. The analysis indicates the followings: (1) the papers of international students were mostly at the low scored level, and a few papers were at the mid scored level; (2) the low-level papers of the international students were mainly at the understand level showing the ability to summarize main points of the source article and to express impressions on the source article. However, it shows frequent spelling errors, word choice errors, and misunderstandings of source article; (3) the mid-level scored papers of the international students were mainly at the apply level showing the ability to make explicit links between the source article and their paper; (4) the high scored papers were mainly at the analyze level and some papers were at the evaluate level showing the ability. However, none of the papers of the international students were at those levels of a cognitive process. The results show that researchers and educators in college need to develop the teaching methods and materials to improve the critical writings of international students in Korea.