The current study aimed to describe overall trends in recent English second language (L2) academic writing research and to identify effective interventions. To support drawing defensible conclusions based on the literature dealing with L2 writing, only recent empirical articles dealing with academic writing for English-L2 college students published in peer reviewed journals were included. Fifty five English L2 writing articles met the criteria for inclusion. For the identification of effective L2 writing interventions, I discriminated if the studies provided L2 writing interventions and the relevance to L2 writing development. As a result of analyses based on themes emerging in the English L2 academic writing literature, I noted effective English L2 academic writing interventions. Those interventions were teacher feedback, self-regulatory learning, peer feedback, and technology use. The use of a variety of measures and incorporation of specificity about prompts into the studies was recommended and the developmental trajectory of L2 writers was suggested to be further studied.

I. INTRODUCTION
    1. Intervention in L2 Writing
    2. Research Inquiry and Question
II. METHODOLOGY
    1. Inclusion Criteria
    2. Search Process
    3. Obtained Pool of Studies
    4. Analysis
    5. Coding Schemes for Identifying Emerging Interventions
III. RESULTS
    1. Teacher Feedback
    2. Self-regulated Learning
    3. Peer Feedback
    4. Technology Use
IV. CONCLUSION
V. IMPLICATIONS AND LIMITATIONS
REFERENCES

• Chae Soo Eun(Research Fellow, Korean Educational Development Institute)