Analyzing the Essay Writing Patterns of Iranian Intermediate-Level Korean Language Learners: A Study Based on the TOPIK Exam

This study examines the writing abilities of Iranian intermediate Korean learners, specifically their performance in the compositional writing section of the Test of Proficiency in Korean (TOPIK). By utilizing the many FACETS-RaschModel, we meticulously analyzed nine writing samples from the 52nd TOPIK. These samples were evaluated using a modified rubric ranging from 0 to 3 based on predefined criteria for written composition. The results underscored that the sections on “appropriateness of spacing and spelling,” “relevance of vocabulary,” and “content diversity” presented the most significant challenges for the learners. On the other hand, “the quantity of writing” emerged as the least challenging aspect. These findings reveal substantial disparities in various aspects of writing proficiency among learners. The study not only pinpoints issue areas in writing skills, but also underscores the necessity of customized teaching strategies within the TOPIK framework to address these weaknesses. Consequently, it offers valuable insights that could bolster the effectiveness of teaching writing to Korean language learners. The findings of this study are not only significant for the field of language education, but also contribute to a deeper understanding of the challenges faced by intermediate learners and provide a roadmap for improving language instruction.

Ahn, J. (2012). A study on analyzing learner text structures for academic Korean writing education. Journal of Writing Research, 15, 101-126.

Batjargal, E. (2017). Analysis of argumentative writing texts and educational strategies for mongolian learners of Korean for academic purposes. Ewha Womans University Graduate School of International Studies.

Choi, E. J. (2009). A study on the Korean wave in Iran: Focusing on the broadcasting of “Dae Jang Geum” (Master’s thesis, Kyung Hee University).

Choi, S. K. (2016). A study on the evaluation patterns of middle school Korean language teachers’ book review assignments using the multidimensional Rasch model. Journal of Learner-Centered Curriculum and Instruction, 16(1), 515-538.

Dashdorj, S., & Sodnomdorj, E. (2020). Writing performance patterns of Mongolian learners in the writing section of the Test of Proficiency in Korean (TOPIK). Korean Language Education, 31(3), 339-363.

Derakhshan, A., & Karimian, S. R. (2020). An investigation of the Iranian EFL learners’ perceptions towards the most common writing problems. Sage Open, 10(2), 2158244020919523.

Engelhard, Jr, G. (2013). Invariant measurement: Using Rasch models in the social, behavioral, and health sciences. Routledge.

Jeong, M. K. (2015). Analysis of the mediating effects of career decision self-efficacy and career preparation behavior in the relationship between career barriers and career decision among college students. Korean Journal of Education, 21(3), 85-106.

Ji, M. G. (2018). The structural relationship between Korean writing and Hangul spelling for Mongolian Korean learners. Linguistics, 26(4), 225-243.

Khodabandeh, F., Jafarigohar, M., Soleimani, H., & Hemmati, F. (2014). Investigating Iranian EFL writing problems and examining back transfer. Asian EFL Journal, 16(1), 227-270.

Kim, B. M. (2009). A study on the grammatical expressions in persuasive writing of middle school students (Master’s thesis, Korea University).

Kim, C., Lee, J. H., Pyun, D. O., & Byon, A. S. (2022). KSL assessment: The TOPIK, achievement tests, and research trends. In The Routledge Handbook of Korean as a Second Language (pp. 493-517). Routledge.

Kim, J. K. (2005). A study on methods for improving essay writing skills (Master’s thesis, Ewha Womans University Graduate School).

Kim, J. S. (2000). A preliminary study for designing Korean language curriculum for academic purposes: Focusing on curriculum for university students. Korean Language Education, 11(2), 1-19.

Kim, M. Y. (2004). A study on improving the reliability of essay evaluation: Focusing on Evaluator Meetings (Master’s thesis, Korea University).

Kim, S. S. (2015). Theories and practices of Korean writing education. Gyeongjin Publishing.

Kim, Y. I. (2019). A study on spacing errors in the writing of intermediate Chinese learners. Uirimalgeul, 82, 237-274.

Knoch, U. (2009). Diagnostic writing assessment: The development and validation of a rating scale (Vol. 17). Peter Lang.

Lee, D. H. (2003). A study on curriculum design for academic purposes in Korean language education through needs analysis (Unpublished master’s thesis, Yonsei University).

Lee, H. (2012). An analysis of scoring reliability based on pronunciation category assessment methods in Korean speaking performance evaluation: Using the multifaceted Rasch model. Korean Language Education as a Foreign Language, 37, 325-355.

Lee, M. H. (2017). Error patterns in the TOPIK (Test of Proficiency in Korean) writing of Korean language learners: Focus on Task 53 (Descriptive writing). Korean Language and Culture, 14(2), 231-254.

Lee, M. H. (2010). Content system of genre-based Korean writing education. Foreign Languages Education, 17(3), 463-485.

Linacre, J. (1998). FACETS 3.17 Computer program. Chicago, IL: MESA Press.

Linacre, J. M. (1996). A user’s guide to facets: Rasch measurement computer program (version 3.0). Chicago, IL: MESA Press.

Lumley, T., & McNamara, T. F. (1995). Rater characteristics and rater bias: Implications for training. Language Testing, 12(1), 54-71.

Ma, G. H. (2019). A study on error patterns in answer writing for the Korean Language Proficiency Test (TOPIK) No. 54 (Master’s thesis, Chung-Ang University Graduate School).

Marashi, S. M. (2020). Impact of teaching cohesive devices to Iranian EFL learners: Case of IELTS writing task 2 examination. Online Submission, 6(2), 115-126.

McNamara, T. F. (1996). Measuring second language performance. Longman.

Min, B. G. (2001). The current status of argumentation theory and tasks in Korean language education. Korean Language Education Research, 12.

Min, B. G. (2004a). A study on the content of argumentation education: Based on analysis of writing and discussions of 6th, 8th, and 10th grade learners (Doctoral dissertation, Seoul National University).

Min, B. G. (2004b). An analysis of the use of argumentation schemas in the production process of argumentative texts and its educational implications. Korean Language Education Research, 18.

Nam, J. H. (2011). A study on developing textbooks for academic purposes Korean essay writing (Master’s thesis, The Catholic University of Korea Graduate School).

Nasrollahi, V. R. (2020). A study on pronunciation instruction of Korean diphthongs for Iranian learners (Master’s thesis, Seoul National University Graduate School).

Nguyen, T. H. S. (2015). A study on Korean writing education for Vietnamese learners: Focusing on argumentative writing (Doctoral dissertation, Seoul National University).

Nimehchisalem, V., Abbasi, M. M., Ebrahimzadeh, A., & Kalajahi, S. A. R. (2015). Iranian English as a foreign language (EFL) learners’ argumentative writing performance in private language institutes. Asian Social Science, 11(15), 96.

Oh, J. H. (2015). Issues and improvement measures in the “writing” assessment of the Korean Language Proficiency Test (TOPIK). Korean Language and Literature Studies, 32, 77-98.

Park, H. D. (2009). A study on essay evaluation and revision instruction methods (Doctoral dissertation, Yeungnam University Graduate School).

Park, Y. H. (2016). A study on the writing patterns of Korean language learners by proficiency level through analysis of TOPIK writing test results (Master’s thesis, Inha University Graduate School).

Salmani Nodoushan, M. A. (2018). Toward a taxonomy of errors in Iranian EFL learners’ basic-level writing. Online Submission, 12(1), 61-78.

Seo, S. B. (2014). Analysis of Korean writing errors by international students: A case study of university students’ essay writing in a Korean composition contest. Uri Malgeul, 62, 127-157.

Seo, S. H. (2003). A study on the criteria for setting writing assessment standards (Master’s thesis, Korea University).

Seo, S. H. (2008). A study on setting criteria for writing assessment through factor analysis (Doctoral dissertation, Korea University).

Shin, D., & Seol, H. (2005). Analyzing scoring data using NEW FACETS. Foreign Languages Education, 12(2), 191-212.

Shin, Y. (2016). Persian grammar. Myeongji Publishing.

Shin, J. (2017). A study on academic text writing education for international students. Text Linguistics, 43, 117-136.

Song, W. (2020). Analysis of writing performance patterns of Chinese Korean language learners using the Rasch model (Doctoral dissertation, Korea National University of Education).

The Ministry of Education. (2023). Statistics on international students in domestic Higher Education Institutions. Retrieved from https://www.moe.go.kr/main.do?s=moe

Weigle, S. C. (2002). Assessing writing. Cambridge University Press.

Yan, W., & Cheng, L. (2015). How language proficiency contributes to Chinese students’ academic success in Korean universities. Language Testing in Asia, 5, 1-19.

Yang, I. Y. (2008). A study on the structural analysis of argumentative texts in elementary school textbooks and their educational application (Master’s thesis, Kyongin National University of Education).