In story writing, interjections are used in dialogue to enhance the emotional tone of the text. However, crafting realistic dialogues that effectively incorporate interjections can be a challenging task for young learners with developing writing skills. This study examines how young learners utilize interjections in their story writing. The study analyzed the narratives of 242 students from three different English proficiency groups: lower and higher level EFL elementary school students and native English speakers in seventh to twelfth grade. The analysis aimed to understand the relationship between interjection frequency and writing qualities. The findings revealed a negative correlation between the occurrence of interjections and both content quality and vocabulary diversity. Additionally, comparisons across proficiency groups indicated that certain types of interjections were more prevalent in specific groups. These results suggest that learners should use interjections judiciously in story writing. Although interjections may seem peripheral, they warrant closer attention as they can subtly detract from writing qualities.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. Definition of Interjections
    2.2. Primary and Secondary Interjections
    2.3. Interjections in Spoken vs. Written Language
3. METHODOLOGY
    3.1. Data
    3.2. Instruments
    3.3. Analysis
4. RESULTS
    4.1. Research Question 1
    4.2. Research Question 2
    4.3. Research Question 3
5. Discussion
    5.1. Summary and Interpretations
    5.2. Limitations, Uniqueness, and Future Prospects
REFERENCES
APPENDIX A
APPENDIX B

• Haeun Kim(Lecturer, School of Languages and Linguistics, University of Melbourne, Australia)
• Jungok Bae(Professor, Department of English Education, Kyungpook National University, 80 Daehak-ro, Buk-gu, Daegu 41566, Korea) Corresponding author