This study aims to propose concrete plans for developing Korean writing and culture education textbooks tailored to different proficiency levels for foreign earners. With the recent surge of global interest in learning Korean, the need for effective textbooks has become more pressing. However, existing materials show limitations in integratively addressing both writing and cultural education, as well as insufficiently reflecting the characteristics of learners at different proficiency levels. To address these issues, this study conducted an in-depth review of theories related to Korean language education, writing instruction, and cultural education, alongside an analysis of prior research, to derive key principles and detailed strategies for textbook development. The findings confirm that the textbooks should be developed according to four fundamental principles: learner-centered design, communication-oriented approaches, integrated cultural education, and differentiated instruction based on proficiency levels. The curriculum is structured in a spiral manner to ensure continuity across three levels—beginner (levels 1-2), intermediate (levels 3-4), and advanced (levels 5-6). Writing education follows a process-oriented approach that systematically guides learners through planning, drafting, revising, and editing stages. Cultural education is integrated organically with writing instruction by selecting practical and realistic content. The practical and systematic development plan proposed in this study is expected to significantly contribute to enhancing Korean language proficiency and deepening understanding of Korean culture among foreign learners.
Jieun Kim (2025) studied this question.