[초록]
self-introduction writing classes were conducted for foreign students in the lower grades of college. Then, a learner evaluation was conducted on self-reflection and Korean writing efficacy. The results of class evaluation showed that self-introduction writing classes had a positive effect on self-reflection and writing efficacy for foreign students. Moreover, self-reflection and the writing efficacy of self-introduction writing showed correlation with each other. These results show that writing efficacy, which is an affective factor, can be improved even when foreign students are given the opportunity to reflect on themselves and explore. Finally, this study is meaningful in that it revealed the relationship between self-reflection and the writing efficacy of self-introduction writing, along with the case of self-introduction writing classes for international students, and presented the results of research on actual educational effects.