This study used focus group transcripts and blog entries to explore the experiences of five Korean community college students in a course designed to promote second language (L2) writing development. To provide an in-depth look at this experience from the learner’s perspective, the author was “embedded” in this writing course, taking on the role of participant-researcher. Through multiple readings and coding of data from focus groups and students’ shared blogs, five relevant themes emerged from the students’ discourse: internalization; depersonalization; simplification; bonding; and approbation. From consideration of the students’ perspectives on their experiences in the writing class, suggestions for improving the experience of Korean and other L2 writing students are proposed, including use of relevant and accessible writing topics. The cohesiveness established through the discussion activities in the current study may have benefited participants’ motivational and strategic adaptation, suggesting that such sharing of experiences could be helpful for L2 writing students.

Abstract
 1. INTRODUCTION
 2. CAPTURING STUDENTS’ EXPERIENCES
 3. METHOD
 4. RESULTS AND DISCUSSION
 5. CONCLUSION AND IMPLICATIONS
 REFERENCES

• Soo Eun Chae(Gangneung-Wonju National University)