earticle

영어

This study aimed to develop a reading and writing integrated model for Korean undergraduates to improve their literacy and thinking skills through flash fiction. The participants (n = 50) were provided with opportunities to write from sentences following specific patterns to essays. While predicting what can happen before and after the content of the flash fiction, the participants could analyze the story critically and share their ideas with peers through oral discussion. While completing their essays, they also developed their writing strategies in three phases: Before writing (BW), In writing (IW), and After writing (AW). Descriptive analysis, paired t-test, and one-way ANOVA were employed to evaluate literacy improvement through pre-and post-tests. What elements of the writing strategies the participants used more were explored as well. The results showed that Korean undergraduates used planning of BW, memory retrieval through reviewing process, and mobile-based self-problem-solving effort (82%) of IW more actively. They also used meta-cognition to deliver clear meaning to readers by encouraging logicality and clarity of AW. BW and IW showed more interaction (r = .500**) than BW and AW (r = .438**), or IW and AW (r = .426**). Above all, 80% of the participants tried to produce their sentences. Therefore, the flash fiction-based integration model can improve Korean undergraduates’ self-directed writing strategy. It also can be helpful for people of various ages from young students to seniors, when adjusting the length of flash fiction according to learners’ language performance level.