This qualitative study explores how a holistic approach to writing across language skills can promote EFL student writing in terms of linguistic, cognitive, metacognitive, and affective factors. As an alternative to current writing methods that narrowly focus on the surface structure of language, this study shows how a technology-incorporated EFL writing project, conducted by Korean college students, integrated various activities across different language skills to support student writing globally and holistically. Beyond the traditional view of writing as a product and the current view of writing as a process, activities presented in this paper also embraced social factors of writing. This paper investigates the following three research questions: 1) how can an integrated curriculum facilitate student writing? 2) How can L1 writing assist L2 writing? 3) How can technology promote student view of writing as a social act? The result of this study indicated that the students’ writings greatly improved in both form and content during this project. The successful outcome of the Dokdo project will provide a new insight on EFL writing to writing teachers.

Abstract
Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Methodology
Ⅳ. Results
Ⅴ. Discussion
Ⅵ. Conclusion
References
Appendix
저자소개

• Sangmin Lee(Woosong University) | 이상민