Objectives The purpose of this study was to propose writing education based on the survey results on the needs of beginner Korean learners in Myanmar.
 Methods This survey involved 39 beginner learners attending the Yangon University of Foreign Languages in Myanmar and utilized research tools such as optional tasks, four-scale tasks, short-answer tasks, and multi-re-sponse tasks to examine how the learners recognized the writing and how the writing difficulty and demands changed. Except for the short-answer and multi-response tasks, frequency analysis was performed using the SPSS 26.0 program.
 Results Myanmar beginner learners are learning Korean intending to get a job or study abroad. Moreover, they recognized the importance of writing in Korean and were highly interested in writing. However, it took work to ac-tivate the schema when writing. When examining the preferences of writing teachers, many students preferred having both a native speaker and a Myanmar teacher in the same class, especially if they preferred a Myanmar teacher. Regarding learning topics and content preferences, preferences for daily life and dreams were high, while preferences for writing forms were diverse. Among them, it was found that travelogue writing, essays (letter or e-mail writing), and descriptive writing were the highest.
 Conclusions Through this study, we found out how Myanmar beginner learners' perceptions, difficulties, and de-mands for writing were achieved and presented educational proposals by reflecting on them. It has been con-firmed that learners require writing skills such as schema activation, topic-related vocabulary or target grammar, collaboration with fellow learners, social media to generate ideas related to writing topics, daily life and dreams, travel writing, and letter or e-mail writing. Therefore, it was suggested that teachers conduct writing classes con-sidering these points.
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Sep 30, 2024
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Open Access