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This paper reports how a teacher educator attempts to effect change in the practice of serving teachers through modelling process writing with a real class of ESL children aged at about ten. The process of teaching was observed by two in-service teachers. Three research questions were put forward: first, whether the teacher educator’s espoused theory will be modified by the theory in action gained through practice; second, the impact of modelling on the observer teachers and whether their theory in action will be modified by the modelling. Third, what impact does process writing have on the learning of the students? To answer these questions, the teacher educator employed qualitative research tools. It is found that the educator’s espoused theory on process writing is enhanced by the practice in a real class. The modelling process increases the observers’ motivation to try out the new practice through the successful demonstration of strategies in the same classroom context, which has eased the teacher’s concerns over student responses and constraints of classroom resources. Young learners have learnt metacognitive skills through process writing but they also exhibit some misunderstandings in the approach in their initial experience with this process.

This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.

This classroom-based research attempted to explore whether teacher and peer feedback can be effectively implemented in an EFL writing classroom at the tertiary level. Characteristics of teacher and peer feedback, students’ use of feedback along with perceived usefulness, and complementing effects of teacher and peer feedback were analyzed. Twenty students enrolled in an academic writing course participated in the study. Students engaged in drafting, revising, and editing stages of writing under the process approach. Data gathered were essay drafts, a survey on teacher and peer feedback, and interviews. The study found that teacher and peer feedback included various categories (e.g., identification, suggestion) and areas (e.g., thesis, organization) of feedback, yet teacher feedback was more balanced than peer feedback. Students found both teacher and peer reviews helpful and recognized the benefits of each, but they favored and incorporated more of the teacher feedback. The interviews, however, revealed that most students appreciated peer feedback because they could learn new perspectives and expressions. Students also felt less obliged to accept all of peers’ comments, compared to teachers’ feedback, leading them to critically evaluate their usefulness. Active verbal interactions and in-depth trainings were suggested to make both types of feedback more meaningful.

In many countries concerns have been raised about the proficiency levels of teachers of English and various proposals have been made to address them. This study explores one possible solution to this problem by integrating language skills development with an awareness of pedagogical approaches. The participants in this study, pre-service teachers who were preparing to teach in Singapore primary schools, attended a short intensive course that helped develop and support their own English language skills while modelling approaches they would be expected to use in their own classrooms. Data were collected using a pre-course survey, reflective tasks during and after the course, and a post-course task based on practical school experience. The findings demonstrate how the participants became more aware of their own language skills and noted improvements. At the same time experiencing and reflecting on the pedagogical approaches used in the course helped shape their perceptions and beliefs, and had potential and real impacts on their subsequent teaching. Clarke and Hollingsworth’s (2002) Interconnected Model of Teacher Professional Growth (IMTPG) was used to analyze the data and highlighted the individuality of the process of teacher professional growth, while at the same time revealing some common patterns.

This study aimed to explore how Korean EFL university writers facilitated cognitive writing strategies (CWS) and metacognitive writing strategies (MWS) to improve writing performance in a mobile-based writing setting. Along with Kakao-Talk-based composition activities, 43 Korean undergraduates regularly participated in process-oriented writing. This study analyzed the relationship between CWS and MWS and categorized learners’ writing texts from a psychometric perspective. The results revealed that the more the participants were aware of CWS and MWS, the better language proficiency they could acquire. In particular, MWS (r = .786) affected students’ post-test scores more positively than CWS (r = .526). Next, the EFL learners took advantage of the reciprocal effect of elements in the writing strategies. Among the elements, the cognitive comprehending process (CWS-CP) and the memory-retrieval process (CWS-MRP) in CWS showed the strongest interactivity with the metacognitive monitoring (MWS-M) and evaluating writing product (MWS-EP) in MWS. The knowledge shared with peers through short sentence formulation in a virtual space could help the participants to clarify and elaborate their thoughts in the extended writing. While connecting their experience with acquired knowledge, novice writers could increase their self-confidence in writing. In conclusion, the mobile-based process writing model can contribute to activating Korean EFL novice writers’ self-directed writing strategies.

Explicit Observation of EFL Writing Process Youngju Choi (Chosun University) It has been discussed that process writing approach is more effective than product approach in teaching L1 and L2 writings. Discussion on writing processes in an L1 setting and an ESL setting dates back to late 1970s and early 1980s, respectively. However, it is not easy to find out researches on writing process in an EFL setting. To fill the gap, this paper examines what are the writing processes of EFL students in Korean classroom setting. Korean EFL students uses the product model instead of the process model for their composition. They think writing process should be linear rather than being recursive and hierarchical. Only after finishing the first draft, they try to revise it, mainly focusing on spelling and grammatical errors. Students do not seem to spend enough time in a prewriting stage. No subjects report that they discuss on their topics with others before they start to write. Based on the observation, it also discusses the pedagogical implication of the findings. Teachers need to intervene all the writing stages to help students discover meanings they want to create. Students' awareness of their writing processes is also an important part for better writing. Thus, teacher has to help them to understand what skilled writers do while composing.

The Computerized Enhanced ESL Placement Test (CEEPT) at a public university in the US reflects a new academic writing assessment as test-takers are given sufficient time to plan, produce, and revise a short, academic essay. This study examines the authenticity of the CEEPT, will illuminate the potential of the computerized process-oriented writing assessment. The authenticity was examined based on both logical and empirical analyses. A close examination of a checklist with test and Target Language Use (TLU) tasks reveals relatively good correspondence between the characteristics of CEEPT tasks and of TLU tasks, which indicates high authenticity of the CEEPT. Test takers’ responses to the open- and closed-items on the CEEPT survey also show positive evidence in support of the authenticity of the CEEPT. Students perceived a close match between the academic tasks and the CEEPT tasks, and this high authenticity contributed to eliciting their true writing abilities. The CEEPT as one possible model for process-oriented writing assessment can provide alternatives to timed-single draft essay tests. The findings in this study can advance our understanding of writing assessments and may be applicable to the Korean context.

This study inquires into the effectiveness of proactive approach to grammaring through explicit grammar instruction in developing linguistic accuracy of Korean EFL college students’ written products. Forty-eight students from two intact sections of mandatory English composition course participated in the experiment for 10 weeks. The control group was taught with traditional process writing methods, whereas a modified version of process writing pedagogy supplemented with two types of grammar instruction―15-minute in-class grammar lessons and individualized online grammar practice―were applied to the experimental group. Linguistic accuracy of the pre- and post-treatment essays was measured by obligatory occasion analysis in the use of subject-verb agreement, pronoun-antecedent agreement, the articles in front of count nouns, the present perfect tense, and passive construction. The statistical analyses show that the experimental group outperformed the control group in three of five grammatical categories. Variations in linguistic accuracy development over a 10-week period support earlier second language acquisition discoveries that some grammatical categories are more resistant to instructional treatment than others and that linguistic characteristic of the structures interact with individual learner’s cognitive maturity

The rapid integration of generative artificial intelligence into educational contexts has prompted increasing interest in its potential role in second language writing instruction. This study explores English as a Foreign Language (EFL) university learners’ perceptions of ChatGPT-based self-feedback in comparison with conventional offline teacher feedback, with particular attention to differences across learner proficiency levels. The participants consisted of first-year university students enrolled in an academic writing course, who were divided into a lower-proficiency group (n = 137) and an intermediate-proficiency group (n = 50). Employing a mixed-methods research design, the study examined learners’ overall perceptions of feedback, their preferences for feedback sources, and their prompt patterns of interaction with ChatGPT within a process-oriented writing framework. Quantitative survey data were complemented by qualitative analyses of learners’ written responses and the prompts they used when engaging with ChatGPT for self-feedback during multiple stages of writing revision. The results revealed that learners in both proficiency groups demonstrated generally positive attitudes toward both ChatGPT-based self-feedback and teacher-provided feedback. Across proficiency levels, the immediacy, accessibility, and convenience of ChatGPT were consistently identified as its most salient advantages, enabling learners to revise their writing efficiently and maintain sustained engagement throughout the writing process. However, notable proficiency-related differences emerged in feedback preferences. Intermediate-level learners exhibited a stronger preference for teacher feedback, emphasizing the value of instructors’ professional expertise, interpretive guidance, and discourse-level comments that extended beyond surface-level language issues. In contrast, lower-level learners expressed a preference for a combined feedback approach that integrated ChatGPT-based self-feedback with traditional teacher feedback. This preference reflects their need for complementary support, in which immediate AI-generated assistance helps address linguistic difficulties while teacher feedback provides authoritative validation and direction. Further analysis of ChatGPT interaction prompts indicated that learners primarily utilized the tool for local-level linguistic support, including grammar correction, vocabulary choice, and sentence-level refinement, rather than for higher-order writing concerns such as organization, argument development, or rhetorical effectiveness. Importantly, the findings also suggest that the pedagogical effectiveness of AI-based feedback is closely associated with learners’ metacognitive awareness and their ability to design effective prompts. Learners who demonstrated greater awareness of their writing needs and more strategic prompt use appeared to benefit more substantially from ChatGPT-based feedback. These results highlight the potential of AI-assisted feedback as a supplementary tool in EFL writing instruction, while underscoring the continued importance of teacher feedback and the need for explicit guidance in developing learners’ prompt-design and self-regulation skills.

Knowledge about academic writing is important to be promoted among the community in Institutes of Teacher Education Malaysia (ITEMs) as the teacher trainees will need to teach these academic writing skills to their students in the future. Additionally, the amalgamation of digital technologies and instructional practice is known to be able to ignite the change in the teacher trainees’ learning of academic writing. As such, this study was conducted by adopting a single group quasi-experimental research design to investigate the effects of digital writing software as a tool for process approach to writing on teacher trainees’ academic writing performance. The study was done on 10 teacher trainees at one ITEM using pre- and post-tests, observation, and reflective journal. Findings indicate that the use of digital writing software as a tool for process approach to writing does improve the teacher trainees’ academic writing performance. The eclectic approach proposes an effective way of enhancing the writing process and increasing the teacher trainees’ motivation to write digital conceptual papers. The use of digital writing software as a tool for process approach to writing can be carried out over an extended duration to develop better comprehension and practice of academic writing.

This study aims at investigating Korean university students’ product and process of writing in English to see the impact of L2 writing proficiency and reader awareness, using a software program for recording keyboard activity and compose-aloud protocols with retrospective interviews. It analyzes compose-aloud protocols of eight students of two different levels of English writing ability (LP and HP) for two tasks (one with specific information on the target reader and the other without it), which were combined with the data recorded by the computer program Inputlog. The results of the study illustrate the effects of L2 writing proficiency on the written product and writing process on-line of Korean students. Both groups spent most of their time writing, but the HP group did more editing. The LP students verbalized more often for language form searching. The study also reveals some impact of reader awareness, which was more observable in the HP group. The HP students were aware of the reader role in English writing; thus, they used audience-related strategies regardless of the tasks. But its frequency increased in the task where the target reader was given, while no clear impact of reader awareness was noted in the overall quality of both groups’ writing.

This study examined how the university students in an English composition class utilized process-oriented writing to develop their writing skills and scaffold their learning through the process. It also studied the students' reflections on the class, as well as demonstrated educational implications from the study. The methodology the current study used was qualitative research. To answer the established research questions the author conducted surveys, collected writing samples, and observed students' learning behaviors. Through the data collection and analysis, themes (findings) emerged, including prewriting, writing, and post writing activities, and the results from the process-focused writing. The findings present that the students experienced emotional scaffolding in writing by shifting from their fear and anxiety to confidence and interest. The study also showed the importance of the teachers' roles and pedagogical decisions in writing instruction. The instructional decisions they made was strongly connected with the students' perceptions, emotions, and learning.

This paper aims to investigate the effectiveness of the process-genre approach on EFL learners’ writing improvement. A total of 48 Chinese college freshmen students participated in this study, and they were divided into high-level (n=20) and low-level (n=28) groups. All the participants were instructed by the same teacher in the College English class for 14 weeks, during which they were taught how to compose in three writing genres: narration, exposition, and argumentation. After comparing the writing scores of pre- and post-tests from both groups, it can be concluded that the processgenre approach is helpful in enhancing the EFL learners’ writing competence because both groups of students had significantly improved their writing abilities. Besides, both group learners attained a salient achievement in expository writing after they were trained by the process-genre approach. Compared with the high-level learners, the low-level learners made larger progress in all three writing genres. It indicates that enough teaching time and teacher’s scaffolding systems are crucial for the learners’ writing development.

Peer feedback which is believed to have the potential to develop students’ writing skills has been recognized as an essential component in EFL as well as ESL writing classes. With its growing application to writing classrooms, an increasing number of studies have conducted from different perspectives to investigate mainly its effects on student writers’ writing skills. However, relatively little research has tackled on what and how the feedback givers and receivers perform during the course of giving and receiving peer feedback. The purpose of the present study is to broaden our understanding of peer feedback in EFL writing settings by closely examining what and how Korean EFL students at different proficiency levels perform, and respond to, peer feedback. Twenty-two low- and 22 high-intermediate university students (44 students in total) participated in the study. This study adapted both quantitative and qualitative approaches. First, the students’ feedback on the essays was analyzed in two aspects: global aspect (e.g., content and organization) and local aspect (e.g., word choice, grammar, and punctuations). Second, the students’ revisions based on peer feedback were scrutinized to appreciate how feedback effected the subsequent revision of the essay. Finally, interviews were also implemented to understand the receivers’ judgement on peer feedback. The findings of the study will offer some pedagogical implications.

이 연구는 데이터 과학을 기반으로 한국어 쓰기 학습자의 AI 활용 태도 를 분석하는 방향을 제시하는 것이 목적이다. 특히 한국어 학습자의 쓰 기 과정별 AI 활용 태도를 측정할 수 있는 척도 문항 개발에 집중하고자 한다. 이를 위해 먼저 기존 한국어 쓰기 교육에서 AI 관련 논의 경향을 점 검하였다. AI 활용과 인식으로 대별되는 한국어 쓰기 교육의 논의 경향 에서, 학습자의 태도에 대한 체계적 논의가 부족함을 확인하였다. 다음 으로 다음 데이터 과학을 기반으로 한 AI 활용 태도의 분석 방법을 살펴 보았다. 데이터 과학 관련 분야에서 논의되어 온 태도의 인지, 정의, 행동 요소를 확인하였다. 이를 바탕으로 한국어 쓰기 과정별 AI 활용 태도 척 도를 개발하였다. 구체적으로 계획하기, 생성하기, 조직하기, 표현하기, 고쳐쓰기의 쓰기 단계별로 각각 인지, 정의, 행동 요소에 따른 AI 활용 태 도의 척도 문항을 제안하였다.

This study explored a way for analyzing Korean writing learners’ attitudes toward AI use based on data science. It focused on developing scale items to measure Korean learners' attitudes toward AI use at each stage of the writing process. This study first examined trends in existing discussions on AI in Korean writing education. It identified a lack of systematic research on learners’ attitudes within the prevailing discourse, which is broadly divided into the perception and use of AI. Subsequently, the study reviewed analytical methods to determine attitudes toward AI based on data science, confirming cognitive, affective, and behavioral components as key elements of attitude. Accordingly, this study developed an attitude scale for each stage of the Korean-writing process, specifically proposing scale items reflecting cognitive, affective, and behavioral elements across the stages of planning, generating, organizing, expressing, and revising.

『조선 주요 순교자 약전』은 문서① 『조선 주요 순교자 선별집』, 문서② 「추가된 순교자 약전」, 문서③ 「임군집 요셉의 새 약전」, 문서④ 「순교자 역사를 위한 서설」, 문서⑤ 「순교자 역사의 증거 문서와 자료」, 문서⑥ 「순 교자 역사 증거자료, 사형판결문」, 문서⑦ 「1846년(박해)」, 문서⑧ 「순교 자 명단」 등 8개의 독립된 문서를 1책으로 합쳐 놓은 것이다. 문서①은 190명의 순교자 명단과 113명의 약전이 수록되어 있는 순교 자 전기집이다. 이의 작성자는 다블뤼 주교지만, 이것의 기획자는 베르뇌 주교였다. 베르뇌 주교는 ‘완전한 조선천주교회사’를 작성하기 위한 작업 의 일환으로, 문서①과 『조선 순교자 역사 비망기』(이하 『비망기』) 작업을 지시했다. 문서①은 지금까지 교황청의 지시가 잘못 전해져 작성된 것으 로 알려져 왔다. 그러나 이 문서는 교황청의 지시와 무관하게 조선 교회에 서 독자적으로 선정한 시복 대상자의 전기집이었다. 문서②는 문서①을 파리로 보낸 다음, 추가로 선정한 한덕운, 황심, 김호연, 전 베드로 등 4명에 대한 약전이며, 문서③은 1846년에 순교한 임군 집의 약전이다. 임군집의 약전은 이미 프랑스에 있지만, 새로운 증언이 채 록되면서 보완된 약전이다. 문서④는 조선의 다양한 풍습과 문화를 소개한 것으로, 『비망기』를 보 완하기 위한 자료로 수집되었다. 문서⑤는 이순이 등 여러 순교자들의 서 한을 수집해 놓은 것으로 문서① 작성에 활용되었다. 문서⑥은 이승훈 등 1801년에 처형된 56명의 사형판결문과 대제학 이 만수가 지은 토사반교문(討邪頒敎文)을 모아 놓은 것이다. 문서①과 『비망 기』 작성에 이용된 이 자료는 다블뤼 주교가 조보(朝報)를 입수하여 거기 에 수록된 신자들의 ‘사형판결문’을 뽑아 만든 것이다. 문서⑦은 1846년에 발생한 병오박해에 대해, 김대건 신부의 체포부터 순교까지, 그리고 함께 체포된 신자들의 이야기를 대략적으로 서술한 것 이다. 순교자의 개별 약전이 아니기 때문에 문서① 보다는 『비망기』와 관 련된 문서라고 하겠다. 문서⑧은 문서①에 수록된 순교자가 연도순으로 배치되어 있지 않은 것을 고려하여, 순교한 연도별로 명단을 다시 정리할 필요에서 작성된 것 으로 추정된다. 문서①에는 1839년 이전에 순교한 초기 순교자들의 약전이 수록되어 있다는 점에서, 이 문서는 교회사적으로 중요한 자료이다. 그리고 문서 ②, ③, ⑧은 문서①과 직접적인 관련이 있고, 문서④와 ⑦은 문서①보다 는 『비망기』와의 연관성이 더 크다. 그리고 문서⑤와 ⑥은 문서①과 『비망 기』에 모두 활용되고 있지만, 문서⑤는 문서①, 문서⑥은 『비망기』에서의 활용도가 더 높았다. 따라서 비록 8개의 문서가 『조선 주요 순교자 약전』에 수록되어 있지 만, 문서②, ③, ⑧만 문서①의 보유편이라고 할 수 있고, 나머지는 독립된 성격을 띤 문서라고 하겠다.

『Notices of the main martyrs of Korea』 combines the following eight independent documents into one book. Namely, Document① 『Choice of the main martyrs of Korea』, Document② 「List of q.q. martyrs added」, Document③ 「New notice on Nim Joseph」, Document④ 「Notes for the History of the Martyrs」, Document⑤ 「Notes and supporting documents of the history of the Martyrs」, Document⑥ 「Supporting documents of the history of the martyrs. Sentences of death」, Document⑦ 「1846」, and Document⑧ 「List of Martyrs」 etc. Document① is a martyr biography containing a list of 190 martyrs and a biography of 113 martyrs. Its author was Bishop Daveluy, but its planner was Bishop Berneux. As part of the work to write a ‘complete history of the Korean Catholic Church,’ Bishop Berneux ordered the work on Document① and 『Note for the history of the Korean martyrs』. This document has been known to have been written under the direction of the Vatican. However, this document was a collection of biographies of candidates for beatification independently selected by the bishops of Joseon, regardless of the Vatican's direction. Document② is the biography of four people, including Han Deok-un, Hwang Sim, Kim Ho-yeon, and Jeon Peter, who were additionally selected after document① was sent to Paris, and document③ is the biography of Lim Kun-jip, who was martyred in 1846. Lim Kun-jip's biography already exists in France, but it has been supplemented as new testimonies have been recorded. Document④ introduces various customs and culture of Joseon and was collected as material to supplement 『Note for the history of the Korean martyrs』. Document⑤ is a collection of letters from various martyrs, including Yi Sun-i, and was used to create document①. Document⑥ is a collection of death sentence sentences for 56 people executed in 1801, including Lee Seung-hoon, and Tosabangyomun(討邪 頒敎文) written by Daejehak Lee Man-su. This material used to create Document① and 『Note for the history of the Korean martyrs』 was created by Bishop Davluy, who obtained the Jobo(朝報) and extracted the ‘death sentence’ of believers contained therein. Document⑦ roughly describes the persecution that occurred in 1846, from the arrest of Father Kim Dae-geon to his martyrdom, and the story of the believers who were arrested together. Since it is not an individual biography of martyrs, it can be said to be a document related to 『Note for the history of the Korean martyrs』 rather than document①. Document⑧ is presumed to have been created out of the need to rearrange the list by year of martyrdom, considering that the martyrs listed in Document① are not arranged in chronological order. Document① is an important document in church history in that it contains the biography of early martyrs who were martyred before 1839. And documents②, ③, and ⑧ are directly related to document①, and documents④ and ⑦ are more related to 『Note for the history of the Korean martyrs』 than to document①. And although documents⑤ and ⑥ are used in both document① and 『Note for the history of the Korean martyrs』, document⑤ was more utilized in document① and document⑥ was more utilized in 『Note for the history of the Korean martyrs』. Therefore, although eight documents are included in the 『Notices of the main martyrs of Korea』, only documents②, ③, and ⑧ can be said to be a supplement to document①, and the rest can be said to be independent documents.

『사민필지』는 19세기 말 헐버트가 저술한 한국 최초의 세계지리 교과서로, 161면 의 본문에 더해 8면의 지도가 수록되어 있다. 『사민필지』에는 60여 개 국가의 인구, 물산, 정치, 종교, 교육, 산업, 수출입, 재정 등에 관한 다양한 정보가 담겨 있다. 본고 에서는 서구에서 구축된 근대적 지식이 한글을 매개로 국내로 도입된 선구적 사례로서 『사민필지』가 갖는 자료적 가치에 주목하고, 헐버트가 왜 이러한 교과서를 저술하 였는지, 집필 과정에서 어떤 자료들을 참고했는지, 어떠한 내용을 취사선택하였는지, 무엇을 강조하고자 하였는지 등의 문제들을 검토해 보았다. 2장에서는 헐버트가 가족 들에게 보낸 편지에 나타난 『사민필지』 관련 기술을 살펴봄으로써 1888년 말부터 이 책의 기획과 자료 수집이 시작되었고, 1890년 상반기에 집필이 완료되었으며 이후 교 열과 지도 삽입 등의 과정을 거쳐 1890년 12월 말에서 1891년 2월 말 사이 간행이 이 루어졌음을 확인하였다. 또한 그가 『사민필지』 저술 당시 조선인에 대한 근대적 교육을 통해 부패한 정치를 개혁할 민중 정당의 탄생을 희망하고 있었고, 그러한 숨은 의도가 각국의 정치 체제에 대한 서술에 반영되어 있었음을 알 수 있었다. 3장에서는 1880년대 영미권 세계지리 교과서 42종을 분석해 서구에서 구축된 근대적 지식이 헐 버트에 의해 재구성되어 국내에 도입되는 과정을 살펴보았다. 『사민필지』는 수리지리 학, 자연지리학, 정치지리학의 세 분야를 포함했다는 점에서 19세기 말 세계지리 교과 서의 일반적 내용 구성을 따랐다고 볼 수 있다. 하지만 천문지리학을 함께 다룬 점은 매우 예외적이었는데, 이는 근대적 지식을 다룬 교과서가 전무하던 상황에서 지리 교 과의 확장성을 최대한 활용하고자 했던 결과로 생각된다. 또한 곳곳에서 한국의 상황 이나 한국인의 관점을 적극 고려한 것이나 제국주의의 침략을 규탄하고 경각심을 일 깨운 것도 이 책의 특징이라 할 수 있다. 각국에 대한 기술에서 위도와 경도, 상하폭, 면적, 재정 규모, 세액, 수출입액 등에 대한 구체적인 수치를 제시한 것도 영미권 교과서에서는 볼 수 없는 독특한 부분이다. 4장에서는 헐버트가 회고록에서 언급한 『정치인연감』과 『휘태커연감』 1886~1890년판을 검토해 헐버트가 『사민필지』에 해당 연 감의 수치를 반영하지 않았으며, 저술 과정에서 두 연감을 직접적인 참고 자료로 활 용했다고 볼 근거가 없음을 확인하였다.

Saminpilji is Korea’s first world geography textbook written by H. B. Hulbert at the end of the 19th century. This book consists of 161 pages of texts along with 8 pages of maps. Saminpilji contains various information of more than 60 countries such as population, product, politics, religion, education, industry, import and export, and finance. In this paper, I examined issues such as why Hulbert wrote this textbook, what materials he referred to in the writing process, what content he chose, and what he wanted to emphasize while focusing on the value of Saminpilji as a pioneering example of textbook containing modern knowledge built in the West and introduced in Korea through Hangeul. In Chapter 2, I discussed that Saminpilji was planned from the end of 1888, completed in the first half of 1890, and published between the end of December 1890 and the end of February 1891 by analyzing the letters Hulbert sent to his family. In addition, the letters show that Hulbert hoped for his Korean students to create a political party to reform a corrupt government. Chapter 3 analyzed 42 world geography textbooks published in the US and the Great Britain in the 1880s and examined the process of modern knowledge built in the West being reconstructed for Koreans by Hulbert. At the end of the 19th century, world geography textbooks in the United Kingdom and the United States generally included three areas: mathematical geography, physical geography, and political geography, and this was common in Saminpilji. However, the inclusion of astronomical geography in Saminpilji was exceptional, which is thought to be the result of trying to make the most of the scalability of the geography subject in the absence of textbooks dealing with modern knowledge in Korea. In addition, Saminpilji is characterized by actively considering the situation of Korea and the perspective of Koreans, criticizing imperialist aggression, and raising awareness among Koreans. It is also unique that Saminpilji presented specific numbers on latitude and longitude, upper and lower widths, area, financial size, tax amount, and import and export amount in the description of each country. Chapter 4 reviewed the 1886-1890 editions of The Statesman’s Yearbook and Whitaker’s Almanack, which Hulbert mentioned in his memoir, confirming that Hulbert did not reflect the figures of the almanacs in Saminpilji, and that there is no basis of these almanacs were referred to while writing Saminpilji.