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According to previous studies, Korean writing is characterized by ki-sung-chon-kyul. Korean writing has been regarded as inductive, im plicit, and indirect. It was claimed that Korean students have difficulty understanding English texts due to differing textual features, and for the same reason, English-speaking people have difficulty understanding writ ten texts in Korean. The primary aim of this study is to challenge these hypotheses on the features of Korean texts. In an attempt to fill the gap, this study investigates high school Korean language arts textbooks and student writing samples. The present study both adds to a growing body of literature on international writing studies and enriches the understand ing of our assumptions about written texts.
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Subeom Kwak (2018) studied this question.
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