Many empirical findings of previous studies have suggested a connection between motivational factors and L2 writing. Nonetheless, the impact of motivational factors on the genre-based L2 writing has not gained much attention. The present study explored the extent to which the characteristics of two writing tasks involving different genres interact with a learner’s motivational disposition (regulatory focus) and, further, affect language production of writing. 106 essays collected from 53 university EFL learners were assessed in terms of linguistic complexity and accuracy. 2X2 ANOVA results revealed significant main effects of genre on lexical complexity (lexical variation and MSTTR). More importantly, there were significant interaction effects between genre and regulatory focus on both measures of the syntactic complexity (mean length of T-unit and clause per T-unit) and lexical complexity (lexical density). The findings highlighted the significance of learners’ motivational dispositions in genre writing. Drawing on the findings, some pedagogical suggestions to ensure the effectiveness of writing tasks on L2 development were proposed.

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.

The purpose of this study is to explore L1 use in L2 writing from the perspective of Vygotskian Sociocultural Theory (SCT). We examine whether generating ideas in L1,compared to generating ideas in L2, results in inferior L2 writing. The participants were 42 Korean EFL students. As part of the course requirements, the students were required to hand in 400-word essays on a given topic. Once the writing was completed,they were asked to write down about what language(s) they used to prepare for the assignment and why they used this language or these languages. The data analysis used here stems from two ways in which the data were coded, use of language(s) during idea generation and a global-level essay analysis. This study has shown that more than half of students use their L1 while writing in L2 to some extent. Regarding the effect of L1use on L2 text quality, L1 use does not appear to be negatively related to L2 text quality. This does not confirm the results of earlier research, which suggested that L1use has a detrimental effect on L2 text quality. We argue that the L1 is an already internalized and very effective meditational means that learners will resort to,principally for discovering and shaping meaning and as support in moments of cognitive difficulty.

Second language writing research has focused on the learning-to-write approach whose analytic and pedagogical goal is to develop L2 learners' writing proficiency. Equally important is the writing-to-Iearn approach that uses writing as a primary tool for content learning. Drawn from writing across the curriculum (WAC) movement in North America, the writing-to-Iearn approach integrates writing into content instructions across various disciplines. Considering that Korean universities have increased English-mediated courses, it is timely to explore how the writing-to-Iearn approach can be used for content learning in English. Writing in this approach is considered to demonstrate whether and how students understand and undertake the course content presented in the assigned readings. The present study examines in-class timed writings produced in a course for English majors at a university in Korea. The student writings were analyzed and classified into four distinctive categories in terms of how they use sources in their writings. The data analysis demonstrates the types of problems these students have in processing complex texts and specifies an array of distinctive ski lls they need to be fully proficient.

This study examined whether the English proficiency was a factor to determine how Korean EFL university students use language copied from a source without attribution. The unattributed copying from a source was analyzed using a quantitative measurement, and a questionnaire was administered to examine the students' perception of plagiarism. The results showed that the total amount of textual borrowing and the length of strings of words borrowed from a source demonstrated a significant relationship with proficiency levels. The participants' language proficiency also influenced their perceptions regarding plagiarism. The differences observed between the two groups in perceiving plagiarism suggest that students with low English proficiency may be somewhat less aware that their heavy reliance on direct copying of a source could be regarded as unacceptable in academics than those with high English proficiency. Implications of these findings are discussed focusing on preventing plagiarism.

The purpose of this paper is to examine the effectiveness of corrective feedback on second language (L2) composition from both theoretical and practical perspectives. While it has been claimed that corrective feedback on L2 composition should be provided to student writers to prevent their errors from becoming fossilized, it has also been claimed that corrective feedback on L2 composition is useless because student writers make the same mistakes repeatedly even when they are corrected. Before we conclude that corrective feedback is wholly ineffective, however, a close reexamination seems warranted. This paper will approach the issue of corrective feedback on L2 composition from the perspectives of both those in favor of and those against it. By clarifying various issues, this paper seeks to provide educators with a better understanding of L2 composition teaching and learning.