초록 열기/닫기 버튼
This study aimed to compare Haneda’s three stage L2 writing development model with Korean students’ three level L2 writing development process. I also tried to complement Haneda’s L2 writing development model by identifying the incidents/events that helped Korean students elevate their L2 writing proficiency (e.g., study-abroad experience). Data was collected from the participant’s questionnaires, interviews, L2 writings, and personal narratives. Data showed that Korean students’ L2 writing development process was generally consistent with Haneda’s activity system-based L2 writing development model, with the exception of highly motivated students. There are three pedagogical implications in this study. First, the importance of goal/motivation for Korean students to advance their L2 writing. Second, the effectiveness of the English immersion program for Korean students to improve their L2 writing. Third, the potential effectiveness of setting target readers in L2 writing.
