Twenty-first-century literacy is not confined to communication based on reading and writing only traditional printed texts. New kinds of literacies extend to multimedia projects and multimodal texts, which include visual, audio, and technological elements to create meanings. The purpose of this study is to explore how Korean secondary English teachers understand the 21 st literacies and multimodal composition in this era of new types of communication. Framing the study are questions pertaining to what these teachers think about teaching multimodal composition in their writing classrooms. The schools of South Korea, including those in this study, prioritize high-stakes standardized tests, and teachers as well as students and parents gauge success by these test scores. As a result, teachers primarily rely on direct instruction via lectures to provide skills and knowledge to ensure that students will succeed in the high-stakes tests. So while teaching and assessment practices in the classroom still adhere to traditional approaches, ongoing technology outside school has transformed the ways in which young people -the students -generate, communicate, and negotiate meanings via diverse texts. If the primary goal of education is to teach students lifelong skills needed in society, it is the responsibility of schools and teachers to recognize social changes and promote individual learning needs.

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Objectives The objective of this study was to analyze the importance and performance of “Korean language education communicative competency” based on IPA. Methods This study conducted a questionnaire for IPA analysis after recruiting 201 elementary school teachers mainly in the Gyeongnam area as study participants. Results First, the necessity of IPA analysis was confirmed because the result of the paired t-test revealed that the importance and performance of “Korean language education communicative competency” were significantly (p<.05) different in the teacher group. Second, the results of the IPA analysis showed that “creative thinking, content organization, inference, criticism, composition of writing, analysis/synthesis, self-actualization, mutual negotiation, reflection/sympathy, reflection on language life, adjustment of language life, conflict management and inspection/adjustment” were in the index that was located in the second quadrant of the IPA matrix (requiring intensive improvement), indicating that the study participants perceived that these indices needed improvement. Conclusions Focused on the perception of elementary school teachers in Gyeongnam region study, this study was to analyze the importance and performance of “Korean language education communicative competency” based on IPA. We hope that the results of this study could lay a foundation for vitalizing education and research on “Korean language education communicative competency” and contribute to competency-oriented Korean language education.

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