베트남인 한국어 교사의 한국어 쓰기 교육에 대한 불안 연구

This study focuses on the anxiety experienced by Vietnamese Korean language teachers in teaching writing, identifying key causes and exploring possible solutions. As Korean language education rapidly expands in Vietnam, teachers report varying levels of confidence based on their Korean writing proficiency and academic backgrounds. The survey and interview results revealed that while teachers are generally confident in teaching vocabulary and grammar, they lack confidence in teaching writing. The primary sources of anxiety include insufficient intuitive knowledge of Korean writing and fear of inaccurately correcting students' errors. Chi-square analysis demonstrated a significant correlation between Korean writing proficiency and confidence in teaching writing. To address these issues, tailored training programs to enhance writing proficiency and teaching methodology, continuous feedback systems, and mentoring programs are proposed. These measures aim to alleviate teachers' anxiety and contribute to more effective Korean language education.