The present study aimed at exploring the differences in EFL learners’ writing performance in two writing modes (direct and translated writing) in two writing genres (argumentation and narration) depending upon their L2 writing proficiency. For this study, 46 college freshmen (43.5% of high level and 56.5% of low level) performed four writing tasks individually. The results of the study are as follows: 1) their writing performance in the direct mode was significantly better regardless of genre and L2 writing proficiency, although there were substantial differences between the two genres in the degree of significance; 2) their writing performance in argumentative prose was significantly better only in the direct mode; and 3) only for low-level learners in the direct mode, there were significant differences in their performance in the writing genre, favoring argumentation. Theoretical and pedagogical relevance of the findings is addressed.

REFERENCES
 1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Roles and Effects of L1 Use in L2 Writing
  2.2. Direct vs. Translated Writing and Writing Genres
 3. RESEARCH DESIGN
  3.1. Participants
  3.2. Instruments
  3.3. Procedures
 4. RESULTS AND DISCUSSION
  4.1. Comparison of Direct vs. Translated Writing in Different Writing Genres
  4.2. EFL Learners’ Perception of the Writing Modes and Genres
 5. CONCLUSION
 REFERENCES

• Jeong-Won Lee(Chungnam National University)
• Kyeong-ok Yoon(Republic of Korea Air Force Academy) Corresponding author