This study surveys a total of 127 L2 writing-related articles published in English Teaching over the past 50 years (1965-2015) with reference to research methodology, participants, and themes. The key outcomes are as follows. These articles on L2 writing in English successfully embrace diverse methodological approaches, not displaying a heavy reliance on quantitative methods. Among the study participants, those in higher educational settings maintain a comfortable lead, calling for more articles with elementary and secondary school students. A notable proliferation has been observed since the mid-l990s along with a numerical grow山 in articles on L2 writing. The research theme of classroom instruction appears most often over the journal's 50-year history, followed by learner traits and characteristics of Korean students' writing. The topics of assessment and technology use have gradually evolved into two of the major content areas in L2 writing research, while the theme of skill integration has remained under-researched. Overall, L2 writing research produced in English Teaching seems to exhibit diversity in methodology, participants, and themes.

This study explored the effects of creativity-based L2 poem writing (CBLPW) for EFL college students. A total of 40 college students participated, who were assigned to two conditions-non-creativity and creativity groups. The present study employed pre-, post-, and delayed-tests for creativity using the Torrance Test of Creativity, pre-, post-, and delayed-evaluations of L2 poem writing quality, and pre- and post-questionnaires for participants' affective domain. The results showed immediate and sustained effects of CBLPW on creativity, and writing quality. In addition, an overall positive effect of CBLPW was observed in the affective domain such as interests, confidence, and motivation for the two groups. These findings suggest that teachers could offer students a wide range of creativity techniques in order to enhance their levels of creativity, L2 poem writing quality, and the affective domain of learners.

This study investigated the effect of implementing the literature circle activities which integrated journal writing practices on college L2 learners’ writing development and their perceptions on integrating literature circle activity in an academic writing classroom. Students’ writing development was measured focusing on complexity, accuracy, and fluency (CAF) through the paired t-test and writing proficiency test In both computer-based analysis and manual analysis, the results showed that there were statistically significant improvements in the participants’ lexical diversity and variation, in such measures as the number of diverse words, type/token ratio, and lexical variation. In the syntactic complexity, in the use of complex nominal phrases per T-unit, complex nominal clauses per clause, coordinate phrases per T-unit and clause per T-unit, statistically significant results were found. All three measures of accuracy showed statistically significant improvement. The participants’ fluency were also found to be improved with statistically significant results. Regarding participants’ perceptions on the journal writing practices and discussion for literature circle activity, over 75% of students positively responded in a questionnaire survey. The results suggest that integration of literature reading and writing can positively influence on L2 learners’ writing development.

The purpose of this study is to examine phenomena of teaching writing in Korean as a foreign or a second language, and to propose contents and methods for improving teachers’ ability of teaching writing. I presented 3 reasons that mainly cause the difficulty in teaching writing for nonnative speakers of Korean. Among the reasons, teachers’ lack of confidence and insufficiency of expertise in teaching writing is the most important one which we have to compensate in terms of improving teachers’ ability. First, in chapter Ⅱ, I analyzed the trend of teaching writing in Korean as an L2, and examined the characteristics of teacher training for teachers-to-be in Korean language education. Next, in chapter Ⅲ, I defined the concept of ‘ability of teaching writing’, and summarized the categories of the ability. Finally, in chapter Ⅳ, I suggested the contents and methods for improving teachers’ ability of teaching writing with regard to teachers’ expertise. Specially, I focused not only on the pedagogic content knowledge (PCK), but also on the content knowledge (CK). In this paper, I explored teacher education which is considered as one of the most important area for better teaching Korean as an L2. However, this paper remains only as a pioneer attempt at teacher education research for the area is not fully discussed yet.

본문에서 관찰한 대상은 다음과 같다. 8명의 중국어와 영어의 두 언어 능력이 우수 한 대학생을 대상으로 중국어와 영어로 작문을 시행하여 한자로 문장을 구성하는데 곤 란을 격을 때, 그들은 어떤 종류의 ‘보상 전략’(compensatory strategies)을 사용하여 문장 구성을 하는지를 살펴보았다. 결과적으로 제1언어를 작문하는 중에는 3종의, 제 2언어에서는 8종의 ‘보상 전략’(compensatory strategies)을 사용하였다. 또한 모든 종류의 작문 과정 속에서 작문의 사고구술 프로트콜을 참고하여 기록하였다. 이 과정 에서 중국어를 제2언어로 사용하는 학생들의 전략이 비교적 많았으며, 그들은 알고 있는 한자나 한어 병음, 영문의 병음 표기 등 최대한 상관성 있는 언어 자원을 최대한 모두 활용하는 경향을 보였고, 단어와 두 언어를 결합한 한자 형식을 사용하였다. 후자의 경우 차용 혼성어(loan-blend)나 언어전환(code-switching)등의 상황을 보 였다. 동시에 동일치 않은 수준의 작문 요구 또한 ‘보상 전략’(compensatory strategies)’에 영향을 미치는 요인임을 알 수 있다.

The purpose of this paper is to investigate whether second language writings at different proficiency levels can be distinguished using automatic indices of linguistic complexity. For this study, 35 linguistic measures in 234 essays selected from the Yonsei English Learner Corpus were analyzed in order to identify the best indicators of L2 writing proficiency among the three categories: text length, lexical complexity, and syntactic complexity. The key to this study is the use of computational tools, the L2 Syntactic Complexity Analyzer and the Lexical Complexity Analyzer, which measure different linguistic features of the target language, and a robust statistical method, discriminant function analysis. Results showed that automatic computational tools indicated different uses of linguistic features across L2 writers’ proficiency levels. Specifically, more proficient writers produced longer texts, used more diverse vocabulary, and showed the ability to write more words per sentence and more complex nominalizations. These findings can offer a window to understanding the linguistic features that distinguish L2 writing proficiency levels and to the possibility of using the new computational tools for analyzing L2 learner corpus data.

Nascent research into computer-mediated feedback has demonstrated its potential effectiveness for providing extensive and detailed feedback. However, a dearth of research exists on international doctoral students’ perceptions of online feedback. Thus, our exploratory qualitative study reported in this article investigated the use of Voice over Internet Protocol (VoIP) (e.g., Skype) software to provide feedback on academic writing to international doctoral students in a TESOL Education program at a large urban university in the US. Each student participated in six feedback sessions in which they engaged in think-aloud while reacting to feedback on their academic writing presented through several online modes. The think-aloud sessions were followed by semi-structured interviews. The themes of negotiated feedback and micro-mentoring emerged when the use of online communication technologies allowed the feedback process to become more bi-directional. Based on our findings, we concluded that VoIPenabled feedback had the potential to facilitate the scaffolding of academic writing development of international graduate students.

Nominalization is regarded as one of the most salient features of native speakers’ texts according to studies investigating academic discourse. Systemic functional linguistics (SFL) identifies grammatical metaphor, which is often identical to nominalization as a key linguistic resource for achieving matured writing. This study examines Korean high school EFL learners’ deployment of grammatical metaphor (GM) by the method of a text analysis and attempts to demonstrate what extent learners from two different proficiency levels use GM in terms of occurrence of nominalization and the nominal group. Six argumentative texts were chosen from the database of over 1200 texts after a genre-based instruction of a semester. The outcome of the study shows that more skilled students used more GM and nominal groups than less skilled students do. It reveals the effect of GM use in writing quality and the probability of GM in pedagogy and assessment of secondary school writing in Korea. Therefore, this research for GM based on SFL is meaningful in the relevant area as the functional role of language is regarded as central.

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.

Although reading is part and parcel for the development of L2 literacy skills, such as in reading and writing, the skill has been practiced more often for grammar instruction and literal translation in EFL contexts. While realizing there is less focus on the development of L2 skills through extensive reading (ER) in EFL university contexts,the purpose of the present study was to explore the outcome of an in-class ER approach in English university classrooms. With 249 students, the study reports on the implementation of a university level ER class and the outcome for L2 development via the measures of L2 reading speed, L2 speed reading comprehension, and L2 lexical writing ability. Results indicated positive outcomes for the development of students’ L2reading ability, productive retrieval of academic words and lexical variety. The outcome of the ER program validates the effort and time expended on such programs when graded readers are utilized at matching student Lexile levels.

The current study aimed to explore how students’ L2 writing self-efficacy and interest contribute to strategy use and writing performance. An exploratory factor analysis with 212 Korean college students’ self-reported motivation scores revealed three underlying constructs of self-efficacy, communicative interest, and instrumental interest. Subsequent multiple regression analyses indicated significant positive relations between self-efficacy and the five types of strategy use. Communicative interest appeared to positively contribute to use of planning,monitoring, and compensatory strategies. Instrumental interest was a predictor of retrieval and compensatory strategies. L2 writing strategy use was a statistically significant but minor contributor to L2 writing performance. The current study also suggests that students’ instrumental interest and communicative interest should be balanced. Further research is needed to identify mitigating effects of L2writing strategy use for motivation and performance development.

As a replication study of Hanaoka and Izumi (2012), the present research investigated the process of learners’ noticing of problems in their interlanguage (IL) while they were producing the second language (L2) and their process of relevant input provided in the form of two types of feedback (i.e., reformulation and a model text) in L2 writing. The data were collected from twenty-five university students in Korea, and they engaged in a four-staged picture description task consisting of the writing stage (Stage 1), the comparison stage (Stage 2), the immediate revision stage (Stage 3), and the delayed revision stage (Stage 4). It was found that output triggered learners’ noticing of problems; however, the problems did not always show up overtly in their writing. Some problems were manifested in writing (i.e., overt problems), while some were hidden (i.e., covert problems). A model text and reformulation played somewhat different roles in offering the solutions to the problems: a model text provided more solutions to covert problems while reformulation provided more solutions to overt problems. And, the extent of learners’ noticing was associated with the types of problems (overt vs. covert problems) and feedback (i.e., models vs. reformulation). However, the types of problems and feedback were not related to the rate of incorporation of feedback into subsequent writing.

This study examined the effects of peer feedback combined with teacher feedback on L2 writing. From a review of related studies, several factors were selected as predictors of L2 writing proficiency: L2 knowledge and composition skills, L2writing anxiety, and metacognitive knowledge on L2 writing. Participants were 75college students, who were randomly assigned to the experimental or the control group. Both groups received teacher feedback, while the experimental group performed peer feedback activities, and the control group did self-reflective revision in addition. Data were collected from teacher and peer feedback, timed writing, an L2writing anxiety survey, and evaluation of a sample essay. A statistical analysis revealed differences between teacher and peer feedback. Peer feedback combined with teacher feedback appeared to be beneficial for increasing L2 knowledge and lowering L2 writing anxiety. In the regression analysis, writing anxiety predicted the level of L2 knowledge and composition skills. Based on the findings, implications for L2 writing class and suggestions for future studies are presented.

The current study aimed to describe overall trends in recent English second language (L2) academic writing research and to identify effective interventions. To support drawing defensible conclusions based on the literature dealing with L2 writing, only recent empirical articles dealing with academic writing for English-L2 college students published in peer reviewed journals were included. Fifty five English L2 writing articles met the criteria for inclusion. For the identification of effective L2 writing interventions, I discriminated if the studies provided L2 writing interventions and the relevance to L2 writing development. As a result of analyses based on themes emerging in the English L2 academic writing literature, I noted effective English L2 academic writing interventions. Those interventions were teacher feedback, self-regulatory learning, peer feedback, and technology use. The use of a variety of measures and incorporation of specificity about prompts into the studies was recommended and the developmental trajectory of L2 writers was suggested to be further studied.

Engl ish as a Foreign Language (EFL) students in traditional second language (L2) writing classrooms are not provided sufficient opportunities for giving and receiving peer feedback. To compensate for this limitation, blended learning has been suggested in the L2 writing classroom. However, there has been little research on peer feedback in blended learning in L2 writing. Therefore, this study aims to investigate the patterns of peer feedback and the impact of peer feedback on revisions in blended leaming in L2 writing. The subjects for the qualitative study consisted of three university students, representing low- intermediate, intermediate, and advanced levels of English writing proficiency. Data sources included student-produced feedback in online and offline sessions, 18 drafts in process-oriented writing, classroom observations, and the interview. The major fi ndings of the study are as fo llows. First, the students produced more onl ine peer feedback than offline peer feedback. Second, they provided more fonn-focused feedback in online sessions, but more meaning-focused feedback in offline sessions. Third, they incorporated online peer feedback in their second drafts more than offline peer feedback in the final drafts. Based on the findings, implications are considered and suggestions are made for the effective use of peer feedback in blended learning in L2 writing .

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.

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.

The present study explores the effects of two types of paraphrase practices (teacher-led and Web-based) on Korean university and graduate students' paraphrase awareness, performance, and types. The teacher-led and Web-based group both had four-week intensive practices on paraphrasing including instruction on plagiarism, citation, and paraphrasing strategies with teacher modeling of paraphrasing. Teacher-led practices placed a focus on expl.icit instruction of grammar and vocabulary, whereas Web-based practices triggered learner-directed practices. The Web-based group was informed of Internet sites and trained to use them for paraphrasing. The resu lts of the study show positive effects of both practice types on paraphrase awareness and performance, but not on paraphrase types. More beneficial effects of teacher-led practices were noted over that of Web-based practices, though the latter were more positively evaluated by the paJticipants. The fmdings suggest the positive effects of short-term explicit instruction on paraphrasing to prevent plagiarism; however, they also imply positive impact of Web-based practices for long-term learning.