The present study attempted to investigate any changes in a group of Korean undergraduate EFL students' perceptions on L2-L2 communication. Email exchanges with two different EFL groups were carried out. Chinese and Turkish EFL students were recruited for a Freshmen English course at a university located in South Korea. The students' initial, as well as post-study, perspectives on L2-L2 email exchanges, students' email messages, and their paragraph writing samples were collected for analysis. The major findings of the present study were the positive changes in the participants' perspectives on L2-L2 communication and their awareness of the need for more authentic L2-L2 communication opportunities in L2 learning. Also, L2-L2 email exchanges coupled with contextualized grammar lessons using participants' own email messages were particularly found useful, and the analysis of two selected participants’ paragraph samples showed improvement in their L2 writing. Suggestions for future research were also provided.

This paper looks at pro-form and cohesion in English writing from the angle of Korean L2 writers' mental script and attempts to suggest an interpretation of their responses in pro-form substitution. In English writing, to boost cohesion repetitive key nouns are typically substituted by pro-forms only if clarity is salvaged. However, how can we explain contrastive cases where Korean L2 writers prefer repetitive nouns to remain as they are without weakening the cohesion of a text? The writers attempt to explain this unsolved question, based on the survey results from Korean L2 writers and by referring to related theories of Oshima and Hogue (2006), Hyland (2009) and Hyun (2015). So far our research indicates that such response is attributable to Korean L2 writers' own schema and then this schema issue subsequently translates into their genre difference.

Many researchers called for a need to expose L2 learners to diverse writing contexts, and L2-L2 interactions using English as a communication tool became more common than communication with native English speakers. The present study introduced two groups of Korean university students to a task, for which they were grouped differently: the first with a group of students at a Chinese university and the second with Chinese students as well as students of a different Korean university. These groups performed a task that they selected from among three choices. In the process of their e-mail exchanges, the students' pre- and post-task perspectives were explored through two surveys. In addition, the students expressed their reflections regarding this experience in writing. Overall, the students seemed to consider this experience of exchanging emails with L2 students speaking a different L1 useful and it helped some students gain confidence in their ability to use English as a communication tool. This study provided an opportunity to expand the writing context in EFL classrooms.