This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A non-native teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students’ background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.

1. INTRODUCTION
2. BACKGROUND OF THE STUDY
    2. 1.  Interactional Features of L2 Writing Conference
    2. 2. Student Leaming from L2 Writing Conference
3.  METHODOLOGY
    3. 1. Data Collection
    3. 2. Data Analysis
4. FINDINGS AND DISCUSSION
    4.1. Features of Writing Conferences in Summary and Critical Review
    4.2. Meaning-Making via L2 Writing Conference Interactions
5. CONCLUSION
REFRENCES

• YiBoon Chang(Lecturer, College of Engineering, Seoul National University)