디지털 글쓰기 과정 유형화 연구 성과의 종합: 체계적 문헌고찰과 주제 분석의 적용

초록

While profiling studies of writing can provide a foundation for learner-centered education by identifying certain patterns that consider individual differences, there remains a need to synthesize fragmented findings into a comprehensive profiling result to derive practical instructional strategies. Thus, this study adopts a systematic review methodology, searching five international and domestic databases, and conducting inclusion and exclusion criteria assessments and risk of bias evaluations, ultimately selecting 10 profiling studies. By applying thematic analysis to the selected 10 studies, this research inductively identified four criteria: initiation, recursion, transcription, and dispersion. The study then identifies contrasting types according to each criteria: planners vs. revisers (initiation), forward vs. backward writers (recursion), rapid vs. hesitant writers (transcription), and concentrated vs. dispersed writers (dispersion). The significance of this research lies in not only synthesizing the results of profiling studies but also providing a theoretical foundation for writing instruction tailored to each type based on additional literature reviews.

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