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 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.

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.

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.