This study investigated the effect of implementing the literature circle activities which integrated journal writing practices on college L2 learners’ writing development and their perceptions on integrating literature circle activity in an academic writing classroom. Students’ writing development was measured focusing on complexity, accuracy, and fluency (CAF) through the paired t-test and writing proficiency test In both computer-based analysis and manual analysis, the results showed that there were statistically significant improvements in the participants’ lexical diversity and variation, in such measures as the number of diverse words, type/token ratio, and lexical variation. In the syntactic complexity, in the use of complex nominal phrases per T-unit, complex nominal clauses per clause, coordinate phrases per T-unit and clause per T-unit, statistically significant results were found. All three measures of accuracy showed statistically significant improvement. The participants’ fluency were also found to be improved with statistically significant results. Regarding participants’ perceptions on the journal writing practices and discussion for literature circle activity, over 75% of students positively responded in a questionnaire survey. The results suggest that integration of literature reading and writing can positively influence on L2 learners’ writing development.

I. Introduction
 II. Literature Review
  1. Benefits of Reading Literature in a Writing Class
  2. Literature Circle as a Way to Connect Reading and Writing
 III. Methodology
  1. Research Context and Participants
  2. Data and Procedure
 IV. Results and Discussion
  1. Effect of the Journal Writing in Literature Circle Activity on L2 Learners’ Writing Development
  2. Students’ Perceptions on the LC Activity in the Writing Classroom
 V. Conclusion and Further Suggestion
 References
 Appendix

• Pirae Kim(Korea University)