This research is taken from a classroom-based study on how the indirect approach in written corrective feedback (CF) differs from the direct approach in facilitating the learning of grammatical features in L2 writing. Eleven university students from a writing class were divided into three groups based on TOEIC scores. After writing narrative assignments, they were given three different types of feedback: direct, indirect, and metalinguistic. The participants were asked to revise their writings after receiving indirect CF and metalinguistic CF. Immediately after revising, they were also asked to answer an open-ended questionnaire on the feedback type. Their revisions and corrections were analyzed according to use of indefinite articles, and different feedback types showed slightly different reactions and attitudes. The highlevel students were not influenced much by the feedback type, while the mid- and low-level students favored the indirect approach for their thinking processes, and benefited from metalinguistic CF in the revision sessions. The indirect approach appeared to be more effective, if implemented appropriately, increasing working memory for self-regulated L2 writing processes.

Writing instruction has not been actively implemented in secondary schools in Korea, even though the National Curriculum suggests teaching all four communication skills in a balanced way. Taking the aforementioned into account in terms of continuity between secondary and higher education, this study explores college students' perceptions of writing in English through their actual writing experiences. Over fifty local area students who were advised to keep journals provided their ideas and thoughts on why English writing is hard for them. Data revealed that writing practice made the students aware of their lack of L2 knowledge, such as grammatical, syntactic, or lexical aspects. As the students developed their basic L2 knowledge, they recognized their need for L2 writing instruction. Some students revealed their anx iety through their writing. Others looked back on their learning in the past and reflected upon its shortcomings. Several attentive learners who showed interests in Engli sh learn ing provided their opinions on L2 writing. With the advent of the National Engli sh Ability Test (NEAT), the English education environment in Korea wi ll be changing. Thus, more output-oriented communicative activities and more opportunities for output need to be introduced in Korean English education arena for meaningful leallling process.