A Study on the application of 'Peer editing' in University Liberal Arts Korean Presentation Class : Focused on Writing steps

It is difficult for international students to receive smooth academic performance after they enter university. To this end, a university-affiliated Korean language training institution provides presentation education for international students for academic purposes. However, due to the lack of physical class time, the level and quantity of education on the structure, content, and preparation process of the presentation are often insufficient. Therefore, in Korean university classes, the majority of foreign learners are bound to face difficulties. Moreover, the negative experiences gained through presentation cause learners to experience anxiety about speaking. This anxiety causes a decrease in learners’ self-esteem and self-efficacy in speaking. In order to relieve this anxiety, this study suggested applying the peer editing method as a way to improve Korean communication skills, language function performance skills, and presentation skills together from the preparation process of the presentation. A presentation can be defined as an activity that expresses one’s thoughts or opinions in front of several people. Therefore, in order to increase the completeness of the presentation, attention should be paid to non-lingual factors such as pronunciation, accent, presenter’s attitude, hand gestures, and use of presentation materials, in addition to the content and linguistic elements of the presentation. In this thesis, a study was conducted focusing on writing a presentation manuscript during the preparation process for the presentation. In the process of preparing for the presentation, the presentation was conducted in advance within a small group as if the actual presentation was made, such as deciding the topic of the presentation or writing an outline and draft. At this time, the teaching and learning contents and evaluation items were proposed so that peer editing could be performed so that nonverbal elements such as learners’ own pronunciation, attitude, and voice could be evaluated.