This study aims to examine the effectiveness of genre-based in-class L2 writing instruction on Korean middle school students' writing ability and their perception change toward L2 writi ng. The research was conducted with 595 middle school students in the third grade from two co-ed schools in Gwangju Metropolitan City, Korea. Five sessions of writing instruction using a dialY genre over five weeks were provided to an experimental group, while no explicit writing instruction was provided to a control group. The experimental group was exposed to 13 writing sample texts, analyzed and identified the characteri stics of the target genre, and then constructed a diaty text in collaboration with their peers. Following the treatment, both groups were required to write a diaty ently in 40 minutes atld the students' writings were rated on content, organization, and language use. The results showed that only the experimental group, provided with explicit genre-based L2 writing instl·uction, showed statistically significant improvement in each categOlY in the post-test. In addition, a set of questionnaires and interview data revealed that the participants' attitudes and perceptions toward L2 writing were positively affected.

I. INTRODUCTION
II. LITERATURE REVIEW
    1. The Need for Writing Instruction in English Classrooms in Korea
    2. Effects of Genre-based Writing Instruction
    3. Implementation of Genre-based Writing Instruction
III. METHOD
    1. Participants
    2. Target Genre
    3. Materials
    4. Procedure
    5. Data Analysis
IV. RESULTS
    1. Genre-based in-class Writing Instruction and English Writing Ability
    2. Genre-based in-class Writing Instruction and Perceptions towardWriting
    3. Interview Data
V. DISCUSSION
    1. Effects of Treatment on L2 Writing Ability
    2. Effects of Treatment on Perception toward L2 Writing
VI. CONCLUSION AND IMPLICATIONS
REFERENCES

• Hye Jeong Bae(Dept. of English Language Teaching International Graduate School of English)