Korean University Students’ Perceptions of Grammar-Focused English Writing Instruction: With Reference to Affective Domains

This study explores Korean university students’ perceptions and affective responses toward grammar-focused English writing instruction implemented over a twelve-week semester. While traditional grammar instruction in Korea has emphasized memorization and rule application, often causing anxiety and disengagement, this research investigates how integrating grammar teaching within process-based writing tasks influences learners’ interest, confidence, and autonomy. A mixed-methods design was employed, combining quantitative surveys with qualitative interviews. Fifty students participated in the program, which incorporated explicit grammar input, contextualized writing practice, and formative feedback. Paired-sample t-tests revealed significant increases in students’ interest in grammar learning, confidence in English writing, and preference for grammar-integrated writing activities (p < .001). Thematic analysis of interviews identified three major themes: (1) grammar as scaffolding for writing, (2) emotional transformation through feedback, and (3) growth in self-regulated learning. These findings demonstrate that contextualized grammar instruction can enhance not only linguistic accuracy but also affective engagement and learner autonomy. The study concludes that grammar-focused writing instruction, when aligned with communicative and process-oriented principles, can humanize grammar learning—transforming it from a mechanical requirement into a meaningful and motivating element of academic literacy development.