This research aims to explore whether guided visual artwork discussions called Visual Thinking Strategies (VTS) using picture book images can benefit and enhance Korean EFL secondary students’ L2 writing. Incorporating content analysis, this research examines how carefully guided artwork discussions can enhance visual understanding, critical thinking skills and interpretive L2 writing skills. The L2 writing samples of the focal students revealed that they were able to think based on visual clues. The discussions were led by the teacher who pointed out significant visual elements and allowed time for the students to explore diverse ideas. The focal students were able to piece together the jigsaw of the images and articulate their thoughts in English, during which time they learned to take risks and to make mistakes in using a foreign language. Their critical comments and improved L2 writing suggest how critical/aesthetic thinking skills can be developed through continued visual practices in a secondary EFL setting.

1. INTRODUCTION
 2. REVIEW OF THE LITERATURE
  2.1. Visual Thinking Strategies (VTS) and Writing Skills Improvement
  2.2. Picture Books for Visual and Verbal Literacy
 3. METHOD AND RESEARCH DESIGN
  3.1. Context and Participants
  3.2. Data Collection
  3.3. Data Analysis
 4. RESULTS
  4.1. Teacher Facilitation and Students’ Verbal/Written Responses
  4.2. Student Dynamics and Student L2 Writing
  4.3. Increased Visual Understanding and its Contribution to L2 Writing
 5. DISCUSSION AND CONCLUSION
 REFERENCES

• Eun Young Yeom(Korea University)