This study reports the results of an open-ended questionnaire on the experiences of Korean university students who worked on task-based L2 bimodal collaborative writing enhanced by technology. Thirty-six English major students developed a reading text for 2nd-grade middle school students. Using Microsoft TEAMS as the main platform, participants conducted the collaborative writing task using real-time video conferencing, chatting, commenting, file and image posting, and (a)synchronous feedback/revision functions. Participants 1) used multiple tools to maximize their functions, 2) interacted collaboratively in every writing stage to achieve success, and 3) evaluated the quality of collaborative writing more highly than individual writing and perceived the positive impacts of collaborative writing on L2 writing in audience awareness, paraphrasing technique, and linguistic expressions. The levels of visual editing skills and awareness of online image copyright among students varied.

This study is to describe the nature of planning as a cognitive writing process in L2 writing. It aims to examine how Korean EFL learners generate ideas and organize them. It also investigates the relationship between planning and the final product. Given a worksheet for planning, 39 university students were asked to write an argumentative essay during class. Based on their planning notes, five brainstorming types were identified: using the prompt/writing the position, mini-outlining, listing, mind mapping and free writing (in the order of frequency). In addition, the dominant use of L1 was found both in the brainstorming and the outlining. It was found that there was no statistically significant correlation between the amount of brainstorming and the quantity and quality of L2 writing. Only the amount of brainstorming in L2 had a statically significant correlation with the quantity of L2 writing (but not with the quality of L2 writing). In the case of outlining, a statistically significant correlation was found between its amount and the quantity of L2 writing. However, no statistically significant correlation was found between the amount of outlining and the L2 writing quality.

The review of previous studies on interlanguage pragmatics reveals that they have been modelled on cross-cultural pragmatics. However, in order for interlanguage pragmatics to contribute in the area of second language acquisition, it should examine how L2 pragmatic competence develops as L2 linguistic competence increases. Therefore, interlanguage pragmatics studies should be modelled on acquisitional pragmatics. As an effort to explore developmental features of pragmatic competence by linguistic proficiency, this study investigated the speech act behaviors of three linguistically distinctive groups. A total of 159 English learners, which consisted of high school 1st and 2nd graders, university freshmen, and university seniors, participated in this study. Their written responses to the 7 situations in the Discourse Completion Test (DCT) were analyzed in terms of response length, vocabulary, request forms, and the use of please. The three groups showed different behavioral patterns in the realization of requests and complaints, utilizing different linguistic strategies to be responsive to the social factors. For future research, expanding learner population to include very low and high level learners, developing a new research tool other than DCT, a more systematic grouping by linguistic proficiency were suggested.