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Teachers and testers wanting to use pictures for students in story writing often face questions about whether the content depicted in a picture should be interesting or familiar to student writers. No or very few studies have addressed this question. This study aimed to answer how elementary and middle-school students select picture prompts for story writing, focusing on whether familiarity or interest more strongly influences their choices. A total of 247 students from five schools in South Korea viewed three picture prompts—Dog Owners, Lost Dog, and Overslept—and answered questions about which picture was most interesting, most familiar, and preferred for writing. Responses were analyzed using frequency counts and cross-tabulation. Results showed consistent perceptions across groups: Dog Owners was selected as the most interesting, and Overslept as the most familiar. However, writing-prompt choices differed by school level. Elementary students tended to choose the familiar prompt, whereas middle school students had a similar degree of preference across all pictures. The study offers implications for educators and researchers on which pictures to use, specifically whether to choose familiar or interesting ones, when implementing story-writing tasks.

Teachers and testers wanting to use pictures for students in story writing often face questions about whether the content depicted in a picture should be interesting or familiar to student writers. No or very few studies have addressed this question. This study aimed to answer how elementary and middle-school students select picture prompts for story writing, focusing on whether familiarity or interest more strongly influences their choices. A total of 247 students from five schools in South Korea viewed three picture prompts—Dog Owners, Lost Dog, and Overslept—and answered questions about which picture was most interesting, most familiar, and preferred for writing. Responses were analyzed using frequency counts and cross-tabulation. Results showed consistent perceptions across groups: Dog Owners was selected as the most interesting, and Overslept as the most familiar. However, writing-prompt choices differed by school level. Elementary students tended to choose the familiar prompt, whereas middle school students had a similar degree of preference across all pictures. The study offers implications for educators and researchers on which pictures to use, specifically whether to choose familiar or interesting ones, when implementing story-writing tasks.

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기사명 저자명 페이지 원문 목차
대학수학능력시험 영어 독해 영역 어휘 주석의 코퍼스 기반 연구 = A corpus-based study of vocabulary glossing in the English reading section of the College Scholastic Ability Test (CSAT) 안형서, 오선영 p. 1-29
ChatGPT 활용 수업이 고등학생들의 영어 읽기 성취도와 영어 학습에 대한 인식에 미치는 영향 = The effects of ChatGPT-assisted class on high school students’ English reading achievement and their perceptions toward English learning 민나리, 성귀복 p. 31-58
Exploring pre-service English teachers’ evaluation and improvement of classroom-based assessment practices Hyun Jung Kim, Yoonjung Jung p. 59-86
Preliminary validation of item difficulty judgments in a Korean high school English reading test Jiseon Ryu p. 87-109
Critical multimodal literacy in an EFL classroom and L2 learners’ creative thinking development Pirae Kim p. 111-136
Familiar versus interesting : students’ picture preferences for story writing Gela Ahn, Jungok Bae p. 137-161
교차 언어 몬더그린의 음운론적 분석과 영어 교육에의 시사점 = A phonological account of cross-language mondegreens and its implications for English education 오영일 p. 163-188

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