Integrating Process-Genre Writing and Critical Thinking Skills in a Korean EFL Classroom

Abstract

I. Introduction Purpose: To create an English language textbook that focuses on exploring and writing various genres To develop critical thinking skills Rationale: Nowadays, most Korean students are quite skilled in their English skills; however, due to the test-driven school curriculum in Korea, their writing is limited to the minimal instructions that they received in school or private academies. As a result, they do not have enough opportunities to encounter different types of texts; furthermore, they do not have an opportunity to practice their writing compared to other English language skills. In addition, students have less opportunity to express their ideas and engage in critical thinking. Thus, this textbook will help students encounter various genres that may help them prepare for professional and social purposes in the future. The topics related to each genre will motivate students to express their thoughts and practice their critical thinking skills. Target Learners: Twelve University Students in Korea Proficiency: Intermediate-High Level (ACTFL) Learning Context: University English Classes in Korea II. Methods Process-Genre Approach Content-Based Instruction (CBI) Collaborative Language Learning (CLL) III. Expected Outcomes Students will become familiar with various genres. Students will understand the non-linear nature of writing and develop their writing skills. Students will be able to write independently. Students will develop critical thinking skills and express their ideas more freely.