The purpose of this study is to construct and propose real-time online college writing teaching methods to promote interaction between class members (instructor-learner, learner-learner). Through surveys and interviews with learners who hadn't experienced real-time, online college writing education, we confirmed that the main perceptions and demands of learners for real-time online classes were as follows: First, the learners' reluctance to show oneself in such a class and the demand for

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... tion with minimal online exposure. Second, the burden of writing in an isolated environment and the demand for detailed assistance of instructor's in the writing process. Third, the reluctance to show the learner's written text and the demand for receiving sufficient feedback anonymously. Therefore, this study proposed the following three teaching methods: First, a method to ensure learner anonymity to allow learners to participate in classes using a "sub-character" rather than their real names. Second, to conduct a short [lecture-practice-feedback] method, instead of a one-time [lecture-practice] method, was implemented several times in one class. Thirdly, to simultaneously share the learners' practice results through chat windows and to provide multiple types of feedback. This study confirmed that the proposed methods promote interaction between members in an online writing education environment and generate positive teaching and learning effects by reviewing specific class application cases and the learners' responses to these classes.