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Changes in Writing Tasks in 10th-Grade English Textbooks in South Korea from the 5th to the 2022 Curriculum

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Title: Changes in Writing Tasks in 10th-Grade English Textbooks in South Korea from the 5th to the 2022 Curriculum
Language: English
Authors: Minkyung Kim, Sanga Kim, Suhyeon Lee, Jaewoo Jeon
Source: English Teaching. 2025 80(4):63-84.
Availability: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Secondary Education
Descriptors: Foreign Countries, Grade 10, High School Students, English (Second Language), Second Language Learning, Writing Assignments, Writing Instruction, Textbook Evaluation, Curriculum Development, Second Language Instruction, National Curriculum, Literary Genres
Geographic Terms: South Korea
ISSN: 1017-7108
2671-9312
Abstract: This study investigates how writing tasks in 10th-grade English textbooks in South Korea have evolved across six national curricula, from the 5th to the 2022 Revised Curriculum, excluding the 2009 Revised Curriculum, which did not mandate the use of textbooks for this grade level. The study examined writing tasks from 16 textbooks, analyzing their instructional focus, the integration of pre-, while-, and post-writing components, degree of collaboration, and genre distribution. The findings indicate a gradual shift from sentence-level, language-focused tasks to paragraph-level, meaning-making tasks. Process-oriented elements, particularly pre- and post-writing components, have become more common, though post-writing activities remain limited to peer review. The provision of paragraph skeletons has increased over time. Peer-based collaboration has increased, but group writing tasks have nearly disappeared. Genre coverage has broadened over time, yet expository writing continues to dominate. This study underscores the importance of continued attention to how writing is represented in instructional materials to support more pedagogically informed L2 writing instruction.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494052
Database: ERIC
FullText Links:
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  Availability: 0
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Changes in Writing Tasks in 10th-Grade English Textbooks in South Korea from the 5th to the 2022 Curriculum
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  Label: Language
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  Data: English
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  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Minkyung+Kim%22">Minkyung Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Sanga+Kim%22">Sanga Kim</searchLink><br /><searchLink fieldCode="AR" term="%22Suhyeon+Lee%22">Suhyeon Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Jaewoo+Jeon%22">Jaewoo Jeon</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Teaching%22"><i>English Teaching</i></searchLink>. 2025 80(4):63-84.
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  Data: Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: https://journal.kate.or.kr/
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  Data: Y
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  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Evaluation%22">Textbook Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22National+Curriculum%22">National Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+Genres%22">Literary Genres</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1017-7108<br />2671-9312
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates how writing tasks in 10th-grade English textbooks in South Korea have evolved across six national curricula, from the 5th to the 2022 Revised Curriculum, excluding the 2009 Revised Curriculum, which did not mandate the use of textbooks for this grade level. The study examined writing tasks from 16 textbooks, analyzing their instructional focus, the integration of pre-, while-, and post-writing components, degree of collaboration, and genre distribution. The findings indicate a gradual shift from sentence-level, language-focused tasks to paragraph-level, meaning-making tasks. Process-oriented elements, particularly pre- and post-writing components, have become more common, though post-writing activities remain limited to peer review. The provision of paragraph skeletons has increased over time. Peer-based collaboration has increased, but group writing tasks have nearly disappeared. Genre coverage has broadened over time, yet expository writing continues to dominate. This study underscores the importance of continued attention to how writing is represented in instructional materials to support more pedagogically informed L2 writing instruction.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1494052
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 63
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Writing Instruction
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      – SubjectFull: Textbook Evaluation
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      – SubjectFull: Curriculum Development
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Literary Genres
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      – SubjectFull: South Korea
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    Titles:
      – TitleFull: Changes in Writing Tasks in 10th-Grade English Textbooks in South Korea from the 5th to the 2022 Curriculum
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