Abstract
This study aims to analyze the English writings of Korean elementary school students and assess their English vocabulary usage. In order to collect their writings, 226 fourth-grade students and 199 sixth-grade students across three different elementary schools in Korea were selected as participants. A total of 413 self-introductions written by students in English were compiled and analyzed using several corpus analysis programs. The comparative analysis of the students’ English writings revealed that the students who participated in this study had varying English learning experiences. In addition, the statistical results of the analysis showed that the discrepancy of the students’ learning experiences can affect their ability to use English vocabulary in writing. However, the students used the same words in their English writing at a high rate. Considering the accordance rate with the basic vocabulary usage of the English curriculum, students with lower writing levels had a tendency to use basic words compared to those with higher writing levels. The results of this study suggest that vocabulary usage and writing competency can be affected by the students’ educational experiences and socio-economic status, as well as their individual abilities. Furthermore, directions for improving vocabulary education within English curriculum are also discussed
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