중국 고급 학습자를 위한 자기 평가의 효과 분석 및 교육적 함의 - 총체적 평가와의 비교를 중심으로 -

초록

This study examines the patterns of self-assessment using a writing self-assessment checklist among advanced Chinese learners of Korean for academic purposes by comparing learners’ self-assessments with teachers’ holistic assessments. To this end, previous studies on self-assessment checklists were reviewed, and the checklist adopted in this study was revised and refined to better reflect the characteristics of academic writing. In the experimental phase, eight Chinese learners who had completed undergraduate studies in Korean language programs at Chinese universities and were enrolled in graduate programs in Korea completed an academic writing task and subsequently conducted self-assessments using the checklist. The texts produced by the participants were independently assessed through holistic assessment by the instructor. A comparative analysis was then conducted to examine the similarities and differences between learners’ self-assessments and the teacher’s holistic assessments. The findings suggest that checklist-based self-assessment is a useful tool for promoting reflective writing and supporting self-monitoring among advanced Chinese learners of Korean for academic purposes. Based on these findings, pedagogical implications for academic writing instruction using self-assessment checklists are discussed. This study is significant in that it provides empirical evidence for the educational usefulness of writing self-assessment checklists and offers practical implications for academic writing instruction in Korean language education.

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