The research examines the types and causes of L2 writing anxiety Korean EFL learners experience and the influence of study abroad experience on L2 writing anxiety types. For the current study, a total of 128 university students majoring in different subjects responded to a questionnaire consisting of the three parts, including 1) the background questionnaire, 2) Second Language Writing Anxiety Inventory (SLWAI), and 3) Causes of Writing Anxiety Inventory (CWAI). In order to analyse the collected data, descriptive statistics and an independent sample t-test were employed. The results showed that the participants were more likely to face cognitive anxiety than somatic anxiety and avoidance behavior. Moreover, L2 learners’ previous study abroad experience had an impact on avoidance behavior more than cognitive anxiety and somatic anxiety. It was also found that main causes of L2 writing anxiety are learners’ linguistic difficulties, fear of teachers’ negative comments, and insufficient writing practice. Based on the findings, both implications for teaching English writing and suggestions for future research are discussed.

Conventional flipped learning instructional models are operated in a blended learning environment online and offline. In contrast, this study moved onto fully online systems and explored how a sense of presence worked for students’ learning outcomes at university English writing courses. The two research questions for this study are: 1) What is the relationship between a sense of presence (teaching, cognitive, social presence) and learning outcomes (group cohesion, class satisfaction)? and 2) What are the variables among a sense of presence that affect group cohesion and class satisfaction? For the purposes of this study, 46 university students from English composition courses answered student questionnaires in the spring of 2021. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables. Additionally, focus-group interviews were conducted and teaching journals were analyzed. The major findings were revealed as follows: Firstly, a sense of presence was significantly related to group cohesion and satisfaction. Secondly, social presence and cognitive presence only had a predictive power of group cohesion. Thirdly, cognitive presence and teaching presence were significant predictors of class satisfaction. Pedagogical implications are discussed for those interested in applying flipped learning in a fully online setting.

This paper aims to investigate the effectiveness of the process-genre approach on EFL learners’ writing improvement. A total of 48 Chinese college freshmen students participated in this study, and they were divided into high-level (n=20) and low-level (n=28) groups. All the participants were instructed by the same teacher in the College English class for 14 weeks, during which they were taught how to compose in three writing genres: narration, exposition, and argumentation. After comparing the writing scores of pre- and post-tests from both groups, it can be concluded that the processgenre approach is helpful in enhancing the EFL learners’ writing competence because both groups of students had significantly improved their writing abilities. Besides, both group learners attained a salient achievement in expository writing after they were trained by the process-genre approach. Compared with the high-level learners, the low-level learners made larger progress in all three writing genres. It indicates that enough teaching time and teacher’s scaffolding systems are crucial for the learners’ writing development.

This study was designed to explore effective techniques to be used in IERW (Integrated English Reading and Writing) classes for college students. The study last for 15 weeks and included 457 students and 11 instructors at E University. The participants were freshmen who were taking a compulsory English reading and writing class, and the instructors were seven native English speakers and four Koreans. To ensure the effectiveness of IERW classes, it is important to identify what teaching activities are being used and which activities students prefer. To address these issues, the instructors were interviewed regarding their teaching activities in IERW classes. From the interview results, a survey was made that asked students which class activities they consider useful. The results show that most students responded positively to the activities that the instructors were using, with a preference of around 70 percent. Notably, pair or group activities were rated as less favorable than other activities, with a score of under 50 percent. Some implications of the findings and suggestions for teaching activities for IERW classes are provided.

The purpose of this study is to investigate error patterns in EFL college students’ English writing as well as their change over time, based on the teacher’s feedback. In order to accomplish this purpose, two research questions were constructed; first, what are the characteristics of Korean EFL students’ writing based on the maturity of English sentence by the T-unit analysis? Second, what types of error patterns are produced in Korean EFL students’ writing? Also, how do the error patterns change based on the teacher’s feedback over time? The participants were four Korean EFL college students, and they were asked to pre-write, draft, revise and edit until they completed their final draft. The results of pre- and post-writing test were also analyzed. The major findings are as follows: 1) The mean number of T-unit among participants was 42.25 units, and the mean number of words per T-unit was 10.95 words. 2) The most frequently committed errors were found out as lexical and morphological errors. Moreover, the rate of lexical and sentence structure errors has been dropped, whereas the rate of punctuation errors has increased as the teacher’s feedback progressed over time. Pedagogical and practical suggestions are also made on the effective teaching of English writing in Korean classroom settings.

Employing Halliday’s (1994) Systemic Functional Grammar approach, the present study examines the Korean EFL college students’ way of organizing thematic structures in written English texts, with special focus on the influence of learner proficiency. A total of 150 learners’ argumentative essays consisting of 50 essays each from three levels of learner groups were compared with 50 essays from its native counterparts, with inquiry focused on the thematic selection, usage of various theme features, and semantic distribution of topical themes. The results show that textual themes, multiple themes, and first person pronouns as topical themes are highly overused in the learner texts compared to the native essays. Overall, the level of proficiency significantly affects learners’ choices regarding thematic structures although the enhanced proficiency does not involve the improvement in all aspects of thematic organization. From these findings, it is suggested that the EFL writing pedagogy should pay greater attention to the effective use of thematic organization as a means of enhancing textual coherence and embrace level-specific instructions.

This study investigated which type of corrective feedback, direct feedback or indirect feedback, would be more effective for reducing the targeted errors−verb, noun, and determiner errors−in L2 writing. The 20 Korean EFL college students were divided into two feedback conditions: direct feedback and indirect coded feedback. The results of the study showed that only the errors in the noun category, not the other two categories, showed a significant decrease over time. There were no significant differences in the effect of the differential feedback. The post surveys and interviews revealed that the students in both groups had difficulty in understanding their errors and feedback on them, and they wanted to receive a more detailed explanation about their errors in order to fully understand them. The overall findings indicate that different types of corrective feedback need to be combined with other methods such as a one-to-one conference or mini-lesson for further helping students understand their errors and reduce other errors in the future. This study provides L2 teachers with valuable information on how to respond more effectively to the needs of L2 learners.

This study aimed to investigate characteristics of English summary skills of Korean college freshmen. To achieve this aim, 120 English summary writings were collected from an English diagnostic test for college freshmen. Two texts with different features were used for the test. Text A is a persuasive essay with a problem/solution structure, and Text B is an expository essay with a collective structure. Fifty-three students summarized Text A and the others Text B. For each of the text groups, students were classified into two groups by their summary level. In the analysis of the writings considering the genre of the original text, organization, and adherence to summarization rules, it was found that the learners summarized the persuasive essay better than the expository essay. The high-ability group used various transition words and followed the structure of the original text when they organized their writings. As for summarization rules such as invention, selection, and paraphrasing, Text A group did not show any difference in their creation skill of topic sentence between the high- and low-ability group. On the other hand, the high-ability group that read Text B was better at creating general sentences than the low group. There was not a significant difference between the high- and low-ability groups in their paraphrasing skills, Text A group in general performing better than Text B group. Further suggestions and pedagogical implications are discussed.

This study reports on the findings of a corpus-based analysis of Korean college students' use of English conjunctive adjuncts. Unlike many previous studies that mainly focused on describing the position and semantic types of conjunctions used by learners of English, this study examines grammatical errors of conjunctive adjuncts found in a leaner corpus that consists of 102,632 words written by 399 Korean college freshman students. The main findings of the study can be summarized as follows. First, learners tend to use sentence-initial coordinators even when the sentences before and after the coordinators are not long enough to warrant such usage. Second, sentence fragments occur much more frequently than run-on sentences with the 10 most frequent conjunctive adjuncts found in the corpus. Finally, learners often add unnecessary punctuation marks or omit necessary ones after conjunctive adjuncts, errors which sometimes make it difficult for readers to understand the text. All these errors amount to the conclusion that many Korean learners of English at the university level lack the necessary grammatical knowledge of English conjunctive adjuncts to use them correctlyin academic writing.

This paper presents the rationale behind a newly-developed and implemented college freshman program designed to improve writing skills and the outcomes after one year running. In line with the current teaching trend of colleges in Korea, this program has several features such as placing the freshmen into different levels based on their writing skills, running class focusing on writing skills and giving a S/U grade. Comparisons between a pre-writing test and two post-writing tests show that this program has contributed to increasing the students’ writing skills. The students’ responses to the questionnaire of the program also endorse the test results. A couple of pedagogical implications concerning EFL writing education are suggested.

최근 비대면 의사소통 기회가 많아지면서 영어 쓰기의 중요성이 점점 더 부각되고 있다. 본 연구의 목적은 대학 영어 작문에서 온라인 협력적 글쓰기 수업을 적용해보고 학생들의 인지적 및 정의적 영역에 대한 효과를 알아보려고 한다. 대학에서 연구자의 영어수업을 수강하는 학생들 가 운데 사전 쓰기 시험에서 통계적으로 유의한 차이를 보이지 않은 비슷한 수준의 두 개의 반으로 실험반과 비교반을 구성하여 온라인 협력적 글쓰기 수업을 실험반에 자기주도적 글쓰기 활동을 비교반에 적용하였다. 본 연구에서 채택한 방법은 실험연구로 두 반의 처치후 사후 비교를 통한 영어 쓰기 성취도의 변화를 살펴보았다. 연구 결과 전반적으로 실험반의 성과가 좋았으나 쓰기 하위 영역 전분야가 좋아진 것은 아니고 내용과 구조를 제외한 영어 쓰기의 하위 영역들인 문법, 어휘, 기계적 영역에서 의미 있는 결과가 나왔다. 정의적 태도와 관련해서 협력적 글쓰기 실험반의 전후 검사 결과 비교를 통해서 살펴본바 긍정적 태도보다는 부정적 태도의 감소에 의미 있는 결과 가 나왔고 특히 회피나 두려움의 감소와 관련해서 온라인 학습과 협력적 학습의 소집단 상호작용 이 도움이 되는 것으로 나타났다.