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The purpose of the present study is twofold: The first is to compare teaching methodology between English and Korean instructors in writing-oriented classroom environments at the university level. The second is to show learners' satisfaction toward these two teaching groups and to provide insights to develop effective writing-oriented English classes. A questionnaire consisting of 30 items was designed and responded by two hundred freshman students taking a mandatory writing-oriented English class in a university. The results of this questionnaire suggest that the participants are more interested in learning speaking and reading rather than writing even though they still recognize the fact that writing is an important language skill. Also, this study attests different tendencies of English and Korean instructors' teaching methodology in such a way that English instructors prefer free-writing activities over controlled-writing activities, while Korean instructors facilitate both activities. Finally, it is revealed in this study that the participants are more satisfied with Korean instructors than native English instructors with respect to their feedbacks and teaching methods.