A Study on the Writing Instruction Experiences of Middle and High School Students : Focused on the Correlation with Writing Assessment Results

This study explored the writing instruction experiences of Korean middle and high school students and examined how these experiences relate to writing achievement. A survey was conducted on students' writing frequency, writing types, and teacher feedback, and the data were analyzed alongside writing assessment results. Students mostly engaged in sentence- and paragraph-level writing, while extended and persuasive writing tasks were less frequent but showed significant positive correlations with writing performance. Feedback was mainly provided orally and individually, with moderate specificity, but showed no significant link to achievement. These findings highlight the need for balanced writing opportunities across various genres and purposes, as well as feedback practices that support student engagement and revision in effective ways. The study suggests that instructional quality is more critical with guaranteeing writing quantity in promoting writing development.