고급 학습자 대상 Threads를 활용한 한국어 협력적 글쓰기 수업 방안 연구 : STCPR 모형을 중심으로

다국어 초록 (Multilingual Abstract)

This study aims to suggest instructional plans for collaborative Korean writing classes using Threads, a text-based social networking service, for advanced Korean learners. Today, many learners are familiar with digital tools and social media. They use social media to find information, share opinions, and communicate with others. For this reason, Korean language education needs to consider how new digital platforms can be used in writing classes.
Advanced Korean learners need to write about social issues, express their opinions clearly, and support their ideas with proper evidence. However, writing with an argumentative structure is not easy for them. They need to choose a topic, find useful information, organize their ideas, consider different opinions, and revise their writing. In a traditional classroom, it is often difficult to give learners enough time to search for materials, exchange opinions, receive feedback, and revise their writing. Therefore, a new writing environment is needed to support interaction and the writing process.
This study is based on collaborative writing, blended learning, digital literacy, and the STCPR model. The STCPR model has five stages: Search, Talk, Creation, Presentation, and Reflection. In this study, these five stages are connected to collaborative writing activities. In the Search stage, learners find information and collect evidence. In the Talk stage, they share their opinions with classmates. In the Creation stage, they write and organize their ideas. In the Presentation stage, they share their writing and receive feedback. In the Reflection stage, they review their writing process and revise their texts.
This study first reviews previous studies on SNS-based Korean language education, blended learning, and collaborative writing. It also examines the International Standard Curriculum for Korean Language and advanced Korean textbooks. Based on this review, six writing topics are selected: self-development culture, eco-friendly consumption, AI-generated art, multiple-job lifestyles, generative AI, and climate inequality. These topics are related to social issues and can help learners practice different types of argumentative writing.
This study also compares Facebook, X, and Threads as text-based social media platforms. Among them, Threads is selected because it allows users to write posts, make threads, reply to others, quote posts, repost materials, attach links or images, use polls, and control the range of interaction. These functions can help learners present their opinions, share evidence, respond to classmates, and revise their writing.
Based on these ideas, this study suggests a 15-week course plan and a detailed two-session class example. In the first session, learners search for materials, discuss their opinions, and write a first draft. In the second session, they check peer feedback, revise their writing, share the revised text on Threads, and reflect on the whole writing process. The study also suggests important points for class management and evaluation criteria.
This study is meaningful because it shows how Threads can be used not only as a simple digital tool, but also as a space for collaborative writing, interaction, feedback, and reflection. It also shows how the STCPR model can be used in Korean writing classes in a blended learning environment. However, this study does not test the class plan with real learners. Future studies need to apply this plan in actual Korean classes and examine its effects on learners’ Korean writing ability, interaction, and digital literacy.

목차 (Table of Contents)

• 1. 서론 1
• 1.1. 연구 목적과 필요성 1
• 1.2. 선행 연구 3
• 1.2.1. SNS 활용 한국어교육 관련 연구 3
• 1.2.2. 블렌디드 러닝 관련 연구 8
• 1.2.3. 협력적 글쓰기 관련 연구 14
• 2. 이론적 배경 20
• 2.1. 협력적 글쓰기 20
• 2.1.1. 협력학습과 협동학습 비교 20
• 2.1.2. 협력적 글쓰기의 특성 22
• 2.2. 블렌디드 러닝 24
• 2.2.1. 블렌디드 러닝의 개념 24
• 2.2.2. 블렌디드 러닝의 유형 분류 27
• 2.2.3. 블렌디드 러닝의 교육적 가치 31
• 2.2.4. 블렌디드 러닝의 적용 방안 34
• 2.3. 디지털 리터러시 STCPR 모형 37
• 2.3.1. 디지털 리터러시의 개념과 의의 37
• 2.3.2. STCPR 모형 41
• 3. Threads 기반 협력적 글쓰기 수업 설계 원리 44
• 3.1. 수업 대상 설정 44
• 3.2. 수업 주제 선정 45
• 3.2.1. 논증 구조 글쓰기 유형 47
• 3.2.2. 교육과정 및 교재 검토 49
• 3.2.3. 협력적 글쓰기 교육 주제 선정 56
• 3.3. Threads의 교육적 활용 가능성 59
• 3.3.1. 협력적 글쓰기 교육에 적합한 플랫폼의 특성과 기능 60
• 3.3.2. 텍스트 기반 SNS 플랫폼 비교 62
• 3.3.3. Threads의 기본 특성과 주요 기능 66
• 3.4. STCPR 기반 협력적 글쓰기 수업 모형 71
• 4. Threads를 활용한 협력적 글쓰기 교수-학습 방안 79
• 4.1. 협력적 글쓰기 수업 개요 79
• 4.2. 수업 적용 예시 83
• 4.2.1. 협력적 글쓰기 수업 절차 83
• 4.2.2. 1차시 협력적 글쓰기 수업 구성안 및 교수-학습 방안 88
• 4.2.3. 2차시 협력적 글쓰기 수업 구성안 및 교수-학습 방안 96
• 4.3. 유의점 및 평가 방안 103
• 4.3.1. 수업 운영 유의점 103
• 4.3.2. 평가 방안 105
• 5. 결론 108
• 참고문헌 112