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At university, writing is a universally required subject, and students¡¯ interest in enhancing their writing is increasing. This study examined the stepwise methods and utility of efficient editing centering on the learning theory of social constructionism.
Social constructionism assumes that knowledge is formed through the exchange and interaction with the learning environment,¡± ¡°peers,¡± and ¡°the instructor.¡± This study considered editing as a form of social interaction and discourse.
The first step is implementing self-editing based on model examples. Modeling grounded on imitation and observational learning is effective for students¡¯ learning of the forms of discourse that an academic community pursues and in enhancing active learners¡¯ self-efficacy. The second step is peer editing through discussion. In the process of editing based on discussion with the peer group, it is possible to realize self-expression, and by editing others¡¯ writing, ones can see their own writing introspectively. Moreover, experiencing peers¡¯ points of view frees the student from self-centered thinking. The third step is on/offline instructor editing. Through face-to -face or paper-based editing, learners can receive high-quality editing of their writing, and through communication with the instructor, it is possible to enhance reliability. The significance of this study is that it has established the steps of efficient editing, as well as examined their utility, by applying learning theories.