With technological advancements, Automated Writing Evaluation (AWE) has garnered increasing interest in L2 writing research, significantly enhancing our understanding of AWE tools’ practices and efficacy in L2 writing instruction. However, the relationships between feedback types (teacher vs. AWE) and different dimensions of engagement (cognitive and affective) remain largely underexplored. This study investigates the impact of feedback types on learners’ cognitive and affective engagement, as well as their L2 writing development. Seventy-two EFL learners participated as part of their regular English curriculum. Over twelve weeks, students received feedback on their essays from either a teacher or AWE programs. Progress in writing abilities was tracked through measurement tests, and engagement questionnaires were administered. Results indicated that both feedback types improved L2 writing abilities. However, teacher feedback proved more effective in promoting students’ cognitive and affective engagement compared to AWE feedback.

In recent years, an array of studies has focused on ‘translationese’ (i.e., unique features that manifest in translated texts, causing second language (L2) writings to be similar to translated texts but different from native language (L1) writings). This intriguing linguistic pattern has motivated scholars to investigate potential markers for predicting the divergence of L1 and L2 texts. This study builds on this work, evaluating the feature importance ranking of specific translationese markers, including standardized type-token ratio (STTR), mean sentence length, bottom-frequency words, connectives, and n-grams. A random forest model was used to compare these markers in L1 and L2 academic journal article abstracts, providing a robust quantitative analysis. We further examined the consistency of these markers across different academic disciplines. Our results indicate that bottom-frequency words are the most reliable markers across disciplines, whereas connectives show the least consistency. Interestingly, we identified three-word lexical bundles as discipline-specific markers. These findings present several implications and open new avenues for future research into translationese in L2 writing.

In many high-stakes testing situations, test-takers are not allowed to draw on external writing resources while writing, a practice observed more frequently in classroom settings. This may pose problems with the representativeness of test tasks and score interpretations. This study investigates the domain definition of one particular test known as the English Placement Writing Test within an argument-based validation framework. Focusing on the domain definition inference, the following rebuttal was evaluated: Certain essential contextual factors in the academic writing domain are not modeled in the test tasks. To do so, lower- and intermediate-level ESL students (n=92) who previously took the test were surveyed and interviewed regarding their uses of computerbased and face-to-face human-assisted writing tools. Results showed that students at both levels were statistically similar in their attitudes toward and uptakes of such tools while writing. The difference in availability of external writing tools between the target and test domain may point to issues with task authenticity of the test.

This study investigated how two Korean EFL college students, who were taught the five-paragraph essay in their college writing classes, drew upon rhetorical resources in their writing for learning content (WLC). Using a multiple-case study design, the study examined how the students consciously manipulated all of their rhetorical resources to make meaning and used L2 writing to learn content. It also explored how they differed in their enactment of rhetorical practices and deployment of rhetorical resources in WLC. During their engagement with WLC, they developed rhetorical strategies that reflected the structure of their evolving text rather than the structure of the five-paragraph essay. Their rhetorical choices in WLC have provided invaluable insight into the rhetorical challenges they faced while writing. Overall, they produced texts that better portrayed the multiple nuances inherent in a translingual approach. An implication is that more L2 writing teachers and scholars should pay attention to the rhetorical sensibility promoted by the translingual movement

The purpose of this study was to examine L2 learners’ perceived writing anxiety and the usefulness of freewriting in improving L2 writing fluency. Seventeen L1-Korean preservice English teachers enrolled in a teacher education program at a university participated. An L2 writing anxiety survey, 170 freewritings, and 17 reflective writings were analyzed. The participants showed a moderate level of L2 writing anxiety, mostly due to a lack of confidence. Across 10 freewriting practice sessions, participants’ words per minute gradually increased, with high and low fluency groups showing a similar upward trend. Participants’ written reflections revealed that they perceived the freewriting practice useful in boosting confidence and improving skills. Expressing ideas freely without concern for accuracy alleviated their L2 writing anxiety most. Participants reported they had difficulty writing in English continuously for several minutes, and disliked absence of teacher feedback.

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 qualitative study applies the frameworks of language socialization and social network theory to investigate how international students’ construction and negotiation of their identities influence their L2 writing development. Two students (One Korean and one Motswana) at a US university, one from South Korea and one from Botswana, participated in a year-long study, which included semi-structured interviews and classroom observations. For purposes of triangulation, the data for this study were collected for a year from multiple sources. The findings indicate that instructors can play a crucial role in enabling international students to expand their social networks, for example, by helping them locate and utilize available resources to develop their L2 writing, and by providing additional scaffolding to help them understand group dynamics and become active learners in their new communities. The results offer pedagogical implications on the role of instructors and universities in providing explicit guidance to empower international students to better socialize into the new community.

This study investigated features of L2 classroom-based teacher-student writing conference and student subsequent revision from the perspective of languaging. A non-native teacher and four non-native students participated in the writing conference about two tasks of summary and critical review in an intact college ESL composition classroom. Eight video-recorded conference sessions were analyzed regarding discourse topics (language use vs. content/rhetoric), and configuration of negotiation and scaffolding. Discourse topics were found to interact with task types as more issues about content and rhetoric were addressed for critical review. Configurations of negotiation and scaffolding were found to be similar in both tasks. Scaffolding was dominant in language use talks while negotiation and scaffolding were balanced in content/rhetoric talks. As for making meaning and student revision, the quality of negotiation was more critical than the quantity. Non-extensive scaffolding also led to successful revision along with students’ background knowledge and classroom instruction. The findings demonstrate dynamics of writing tasks, conferences, and student revision.

Second language (L2) peer response literature is defined in part by discourse research, yet there is scant research on text-specific comments, or comments that make explicit text references, thus resisting generic qualities. The purpose of this case study was to examine such peer response activities in an English writing course at a South Korean university. The data comprises two essay assignments with peer response conducted between two drafts – as accomplished during class time on the class learning management system (LMS) – as well as the subsequent revisions in second drafts. This paper expands on previous coding schemes accounting for area, nature and type commentary to account for a specificity dimension, and also links these categories to revision practices. While students entertained diverse commenting and revising options, popular practices included generic evaluating or revising local or surface-level concerns. This paper offers implications for modelling response activities as well as for how to better define specific and complex idea construction exhibited during response.

We examined the role of L1 writing on L2 writing performance by repeating the same topic twice through L1 writing first and L2 writing later. We designed what we call a ‘L1 + L2 writing task’ and a ‘L2-only writing task’ respectively. In the L1 + L2 writing task, students wrote a text in their L1, and wrote the same topic in L2, by removing the initial L1 essay. We focused on validating which task conditions (± L1 writing) account for the variation in linguistic performance in EFL high-school students’ writing. Our study was conducted with two intact classes (n = 60) assigned to the L2-only, and students from the other two classes (n = 60) assigned to the L1 + L2. The findings indicate that L1 writing may push students to direct their attentional resources toward effective text construction, thereby mitigating a large number of simultaneous demands on attention. We add to empirical knowledge on the effects of L1 writing in task repetition, by exploring how task repetition affected our students’ L2 writing performance.

This corpus-driven longitudinal study investigates the structural use of lexical bundles in published research article (RA) introductions in applied linguistics written by English experts and Korean graduate students across two different levels of study. Frequency-based bundles were retrieved from a corpus of 200 published RA introductions and two corpora of 46 and 49 introductions of term papers written at two time points of the first and fourth semester of graduate course. In a further step, the structures of the bundles in different rhetorical moves of RA introductions were analyzed to reveal the developmental patterns in bundle use. The analyses show that the Korean graduate students are in the developmental process of academic writing featured by a shift from clausal style to phrasal style as their academic level advances. The results also suggest that the students have difficulty in appropriate bundle use in specific rhetorical moves even at the later academic level of graduate coursework. The pedagogical implications of L2 students’ developmental order are discussed.

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.

Developing small learner and native corpora, this case study examines how Korean L2 learners used six types of lexical collocations in L2 writing to address (a) the frequency and acceptability of learner collocations, (b) problematic constituents of deviant collocations, and (c) possible sources of the learner difficulties. The overall frequency (about 8% of each corpus) and relative frequencies of each collocation type were similar between the learner and native corpora in descending order of adjective-noun, verb-noun, noun-noun, adverb-verb, adverb-adjective, and noun-verb combinations. The average and individual acceptability rates of each collocation type were around 70% and the problematic constituents were found both in nodes and collocates. L2 influence on learner difficulties mostly lied in confusions about synonyms, overuse of delexical verbs, and use of correct collocations in wrong contexts. Relying on L1 semantic representations, the learners produced non-habitual combinations, misrepresented the intended meaning, and paraphrased L2 collocations. Pedagogical implications arose for teaching L2 collocations about the importance of considering the immediate context of L2 writing and taking different approaches to different types of collocations.

This research aims to explore whether guided visual artwork discussions called Visual Thinking Strategies (VTS) using picture book images can benefit and enhance Korean EFL secondary students’ L2 writing. Incorporating content analysis, this research examines how carefully guided artwork discussions can enhance visual understanding, critical thinking skills and interpretive L2 writing skills. The L2 writing samples of the focal students revealed that they were able to think based on visual clues. The discussions were led by the teacher who pointed out significant visual elements and allowed time for the students to explore diverse ideas. The focal students were able to piece together the jigsaw of the images and articulate their thoughts in English, during which time they learned to take risks and to make mistakes in using a foreign language. Their critical comments and improved L2 writing suggest how critical/aesthetic thinking skills can be developed through continued visual practices in a secondary EFL setting.

The influence of task complexity on second language (L2) writing performance has been researched near-exclusively in relation to the linguistic complexity of the learners’ written products, while only limited attention has been paid to the online writing processes. In order to fill this gap, the present study focused on the effects of task demands on writing processes as reflected in keystrokes. Forty-four L1 Korean speakers were randomly assigned to either simple or complex condition, and asked to write an argumentative essay. For the simple condition, content support was provided, whereas no such additional information was provided for the complex condition. During the writing task, participants’ entire keystroke loggings were recorded, and analyzed in terms of fluency, pausing, and revision behaviors. The lexical and syntactic complexity of the written products was also analyzed and compared between the two task conditions. The results indicated that greater task demands significantly increased the number of pauses and revisions, having negative influence on fluency. Also, lexical rarity and phrasal complexity decreased under the complex condition. The results are discussed with respect to fuller understanding of the task-based approach to L2 writing.

Linguistic features that are indicative of higher writing proficiency levels can inform many aspects of lanauage assesment such as scoring rubrics, test items, and automated essay scoring(AES). The recent advancement of computer algorithms that automatically calculate indicates based on various linguistic features has made it possible to examine the relationship between linguistic features and writing proficiency on a larger scale. While the ability to use appropriate n-grams - recurring sequences of contiguous words - has been identified as a characteristic differentiating between proficiency levels in the literature, few studies have examined this relationship using computational indices. To this end, this study utilized the Tool for the Automatic Analysis of Lexical Sophistication(TAALES;Kyle&Crossley, 2015) to calcualte eight indices based on n-grams from a stratified corpus consisting of 360 argumentative essays written by Korean college-level learners. First, the indices from the training set of 240 essays were used to design a multinomial logistic regression model in order to identify indices that are significant predictors of writing proficiency levels. Subsequently, the regression model was applied to a test set of 120 essays to examine whether the model could be used to predict the proficiency levels of unseen essays. The results revealed that the mean bigram T, mean bigram Delta P, mean bigram-to-unigram Delta P, and proportion of 30,000 most frequent trigrams indices were significant predictors of proficiency levels. Furthermore, the regression model based on eight indices correctly classfied 52.5% of essays in the test set, demonstrating above-chance level accuarcy.

The present study aims to investigate the direct and indirect contributions of Korean EFL college students’ L2 receptive and productive vocabulary knowledge to their L2 writing performances by using a structural equation modeling (SEM) analysis with a goal to explore the pathways of vocabulary knowledge to writing. Data from 178 students were collected through tests of receptive and productive vocabulary breadth and depth, a writing test and a reading test. In testing a hypothesized model on the roles of receptive and productive vocabulary in writing, the results of the SEM analysis reveal the direct role of productive vocabulary in writing. The indirect role of receptive vocabulary on writing was observed through the mediating role of productive vocabulary or reading ability due to the direct contribution of receptive vocabulary to both productive vocabulary and reading and that of productive vocabulary and reading to writing. Findings from the study shed light on the relations of L2 receptive and productive vocabulary knowledge with L2 writing abilities, suggesting potential benefits of both receptive and productive vocabulary learning for L2 writing.

This study is an exploratory case study of writing strategies that Korean EFL graduate students in applied linguistics employed in the semester-long process of L2 computermode research paper writing with the use of multiple resources. Data for writing processes and strategy and resource use were largely collected from a writing strategy inventory questionnaire and writing logs, which were complemented by a keystroke logging program, video recordings and retrospective recall interviews. The results of the study reveal the influence of genre features and variations across writing stages, strategies, resources, and individual writers. Planning was intermingled with researching. The participants deployed certain strategies only at a particular stage or throughout the whole writing process. The students who had higher education in English-speaking countries used fewer strategies and preferred electronic resources to print resources than those who were educated mainly in Korea. The latter also showed a tendency of employing self-regulatory strategies. Findings from the study suggest that the research paper writing process is resourceful, strategic and individually situated, and it involves complex composing behaviors accompanied by more varied strategies and resources than shown in studies of one-time reading-to-write tasks.

Along with the increasing interest in integrated writing in L2 instruction, many studies have investigated language skills and cognitive processes involved in the task. However, relatively less is known regarding the roles of strategic and affective variables in predicting writing performance. The current study, therefore, investigates (a) how strategy, attitudinal, affective, and ability variables are related, and (b) how these variables predict performance in integrated writing. Predictor variables include proficiency, reading comprehension, vocabulary size, L2 strategy use, and attitudes toward reading and writing, and anxiety. Forty-three participants completed an L2 reading-writing integrated task, in which they read reading texts and wrote an essay summarizing the source text and arguing their opinions on the issue. Results showed that proficiency was positively related to reading-to-write strategies, and vocabulary size negatively to reading anxiety; however, ability-related variables generally had no or weak relationships with affective variables. Furthermore, only reading comprehension and reading anxiety were found to be significant predictors of performance in integrated writing.

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.