Earticle

이 연구는 챗GPT를 학술 글쓰기 교육에 효과적으로 활용할 수 있는 방법을 모색하고, 이에 따른 교육 모형을 제안하는 데 목적이 있다. 이를 위해 기존 쓰기 교육 이론과 챗 GPT 활용법에 대한 단행본들을 분석하고, 학습자들이 챗GPT를 어떻게 활용하는지 조 사하였다. 쓰기 교육의 주요 이론들을 검토한 후, 챗GPT 명령문을 쓰기 지식, 인지적 쓰 기 과정, 쓰기 전략, 장르 중심 쓰기 모형에 따라 분석하였다. 또한 실제 학습자들의 챗 GPT 활용 사례를 수집하여 사용 양상과 만족도를 평가하였다. 연구 결과, 챗GPT는 텍 스트 생성과 수정 과정에서 효과적으로 사용될 수 있으며, 특히 개념적 지식과 담화 지 식을 강화하는 데 유용함을 확인하였다. 그러나 사용자의 질문 생성 능력과 비판적 사고 력이 챗GPT 활용의 성과를 높이는 데 도움이 된다는 것을 알 수 있었다. 이러한 결과를 바탕으로, 챗GPT를 학술 글쓰기 수업에 통합할 때는 명확한 지침과 교육적 지원이 필요 하다는 점을 제안하며, 챗GPT를 활용한 학술 글쓰기 교육 모형을 개발하였다. 이 연구 는 챗GPT를 학술 글쓰기 교육에 통합하는 방법론을 제시함으로써, 교육 현장에서의 활 용 가능성을 높이고, 향후 관련 연구의 기초 자료로 활용될 수 있을 것이다.

This study aims to explore effective methods of integrating ChatGPT into Korean academic writing education and to propose an educational model based on these findings. To achieve this, the study analyzes existing theories of writing education and relevant books on ChatGPT usage, as well as investigates how learners utilize ChatGPT in their writing processes. After reviewing the main theories of Korean writing education, ChatGPT prompts were analyzed in relation to writing knowledge, cognitive writing processes, writing strategies, and genre-based writing models. Additionally, real cases of learners using ChatGPT were collected to evaluate usage patterns and satisfaction levels. The results indicate that ChatGPT can be effectively employed in the text generation and revision processes, particularly in enhancing conceptual and discourse knowledge. However, the success of ChatGPT usage is largely influenced by the user's ability to generate questions and engage in critical thinking. Based on these findings, the study suggests that clear guidelines and educational support are necessary when integrating ChatGPT into academic writing classes. Furthermore, a model for Korean academic writing education using ChatGPT was developed. By presenting a methodology for integrating ChatGPT into Korean academic writing education, this study enhances the potential for its practical application in educational settings and serves as foundational research for future studies in this field.

이 연구는 챗GPT를 학술 글쓰기 교육에 효과적으로 활용할 수 있는 방법을 모색하고, 이에 따른 교육 모형을 제안하는 데 목적이 있다. 이를 위해 기존 쓰기 교육 이론과 챗 GPT 활용법에 대한 단행본들을 분석하고, 학습자들이 챗GPT를 어떻게 활용하는지 조 사하였다. 쓰기 교육의 주요 이론들을 검토한 후, 챗GPT 명령문을 쓰기 지식, 인지적 쓰 기 과정, 쓰기 전략, 장르 중심 쓰기 모형에 따라 분석하였다. 또한 실제 학습자들의 챗 GPT 활용 사례를 수집하여 사용 양상과 만족도를 평가하였다. 연구 결과, 챗GPT는 텍 스트 생성과 수정 과정에서 효과적으로 사용될 수 있으며, 특히 개념적 지식과 담화 지 식을 강화하는 데 유용함을 확인하였다. 그러나 사용자의 질문 생성 능력과 비판적 사고 력이 챗GPT 활용의 성과를 높이는 데 도움이 된다는 것을 알 수 있었다. 이러한 결과를 바탕으로, 챗GPT를 학술 글쓰기 수업에 통합할 때는 명확한 지침과 교육적 지원이 필요 하다는 점을 제안하며, 챗GPT를 활용한 학술 글쓰기 교육 모형을 개발하였다. 이 연구 는 챗GPT를 학술 글쓰기 교육에 통합하는 방법론을 제시함으로써, 교육 현장에서의 활 용 가능성을 높이고, 향후 관련 연구의 기초 자료로 활용될 수 있을 것이다.

This study aims to explore effective methods of integrating ChatGPT into Korean academic writing education and to propose an educational model based on these findings. To achieve this, the study analyzes existing theories of writing education and relevant books on ChatGPT usage, as well as investigates how learners utilize ChatGPT in their writing processes. After reviewing the main theories of Korean writing education, ChatGPT prompts were analyzed in relation to writing knowledge, cognitive writing processes, writing strategies, and genre-based writing models. Additionally, real cases of learners using ChatGPT were collected to evaluate usage patterns and satisfaction levels. The results indicate that ChatGPT can be effectively employed in the text generation and revision processes, particularly in enhancing conceptual and discourse knowledge. However, the success of ChatGPT usage is largely influenced by the user's ability to generate questions and engage in critical thinking. Based on these findings, the study suggests that clear guidelines and educational support are necessary when integrating ChatGPT into academic writing classes. Furthermore, a model for Korean academic writing education using ChatGPT was developed. By presenting a methodology for integrating ChatGPT into Korean academic writing education, this study enhances the potential for its practical application in educational settings and serves as foundational research for future studies in this field.

본 연구는 Lin(2024)의 생성형 AI 기반 학술적 글쓰기 프레임워크를 적용하여 외국인 대학원생의 학술적 글쓰기 과정에서 생성형 AI의 단계별 활용 양상과 그에 따른 효과 및 한계를 규명하고자 하 였다. 이를 위해 외국인 대학원생 3명을 대상으로 질적 사례 연구를 수행하고 심층 면담 및 관련 자료를 분석하였다. 연구 결과, 외국인 대학원생들은 생성형 AI를 학술적 글쓰기에 적극적으로 활용 하였으나, 그 양상은 주로 표현 및 문장 흐름 개선을 위한 구조 편집(2단계)와 자료 요약 및 이해를 위한 파생 콘텐츠 생성(3단계) 등 하위 단계에 편중되어 있었으며, 반면 프롬프트 역량 부족과 산출 물에 대한 신뢰도 문제로 인해 평가 및 피드백(5단계)과 같은 고차원적인 단계의 활용 수준은 상대 적으로 낮게 나타났다. 생성형 AI는 외국인 대학원생에게 단순한 도구를 넘어, 언어적 장벽과 심리 적 부담감을 완화하는 스캐폴딩(scaffolding)으로 기능하는 동시에 AI 의존도 심화는 주체적 글쓰기 약화, 의도치 않은 표절 및 할루시네이션(hallucination) 현상 등 새로운 학문적·윤리적 과제를 동반하 며, 장기적으로 학술적 글쓰기 역량 개발을 저해할 가능성을 안고 있다. 이에 본 연구는 외국인 대 학원생의 학습 특성을 반영한 체계적 AI 리터러시 교육 프로그램의 개발과 함께, 고차원적 AI 활용 을 뒷받침할 수 있는 전공 기초지식 함양을 위한 사전학습 지원체계 구축의 필요성을 제언한다.

This study applied Lin(2024) five-stage framework to analyze how international graduate students use generative AI in academic writing, with a focus on identifying stage-specific benefits and limitations. The findings indicate that while students actively engaged with generative AI, its use was largely concentrated on lower-level tasks, such as structural editing (Stage 2) and derivative content generation (Stage 3). In contrast, higher-level tasks involving evaluation and feedback (Stage 5) were rarely observed, primarily due to limited prompt-crafting skills. Generative AI also served as a scaffold by alleviating linguistic barriers and reducing psychological pressure. However, concerns related to increased AI dependency, reduced opportunities for developing autonomous writing skills, unintentional plagiarism, and hallucination phenomena underscore emerging academic and ethical challenges. Based on these findings, this study calls for the development of structured AI literacy programs tailored to international graduate students, along with support systems designed to strengthen foundational academic knowledge.

본 연구는 바람직한 자료 사용 역량을 높이기 위한 교육의 일환으로 자료 통합적 글쓰기의 대표적 장르인 보고서를 중심으로 실제 외국인학부생의 자료 사용 양상을 살펴보고자 한 연구이다. 이 연구를 위해 A 대학교에서 2021년 1학기 <글쓰기> 교양과목을 수강한 고급 수준의 외국인 학부생 보고서 자료 27편을 대상으로 자료 사용 양상과 인용 방식의 오류를 분석하였다. 그 결과, 자료 통합적 글쓰기의 측면에서 전체 글에서 자료 이용이 차지하는 비율은 평균 31.38로 나타났는데, 상 집단의 보고서일수록 다양한 자료를 이용하였고, 그 사용 빈도도 높아졌다. 그리고 외국인 학부생이 사용한 인용 방식별 비율을 살펴보면, 직접인용보다 간접인용의 방식이 선호되었다. 그러나 이 결과는 ‘부적절한 간접인용’의 오류, 즉 직접인용에 가까운 간접인용 방식을 취하는 오류가 높은 빈도를 차지하였다는 점에서 외국인 학부생들이 직접인용의 방식을 절대적으로 선호한다고는 할 수 없다. 또한 부적절한 간접인용의 오류는 표절에 해당될 수 있으므로, 정확한 출처표시에 따른 인용이 이루어질 수 있도록 쓰기 윤리 교육을 강화될 필요가 있다.

This study aimed to analyze the use of source text in reports prepared by foreign undergraduate students in integrated writing courses. For this purpose, 27 reports, obtained from advanced-level foreign undergraduate students enrolled in the first semester of the liberal arts course (Writing) in 2021, were analyzed for citation errors. The results revealed that, on average, 31.38% of the text in the reports was found to be borrowed from the source text. The bigger the group, the more diverse were the reference materials used, and the frequency of use exhibited an increasing trend. Multiple linear regression analysis was performed to determine whether the type of reference materials affected the quality of reports, but the results showed that the effect was not significant. Notably, regarding the ratio of citation styles used by foreign undergraduates, on average, indirect citations were preferred over direct citations. However, it cannot be inferred from the results that foreign undergraduate students preferred the direct citation style, as the error in citation can be attributed to ‘inappropriate indirect citation’, that is, the error of making an indirect citation in the form of a direct citation and the frequency of this error was high. Therefore, it was suggested that education pertaining to ethics in writing should be strengthened to help students correctly cite their source, since an inappropriate indirect citation can be indicative of plagiarism.

본 연구는 텍스트분석과 인터뷰를 통해 국내 유학생들이 겪는 학술적 글쓰기의 어려움들과 그 발생 원인들을 진단하고 효과적인 글쓰기 교수방안을 탐색해 보았다. 1차로진행된 참여자들의 텍스트 분석 결과에 따르면 ‘문법·문장표현’과 관련된 오류들이 가장 많았고 그 다음으로 ‘어휘’, ‘구성·전개’, ‘자료인용’, ‘담화맥락’ 순으로 나타났다. 이러한 결과들을 바탕으로 2차로 진행된 인터뷰 결과를 살펴보면 우선 참여자들이 인식하고 있는 글쓰기의 어려움들은 ‘어휘’와 관련된 사항이 가장 많았고 그 다음으로 ‘문법 응용하기’, ‘작문시간 부족’, ‘논문작성법’, ‘비교언어학적 이해’, ‘코드 스위칭’의 순서로 나타났는데, 이는 1차의 텍스트 분석과는 다소 다른 결과를 보임으로서 그들이 인식하고있는 어려움들과 실제 간 차이가 있음이 발견되었다. 다음으로 이러한 어려움들의 발생 원인들을 파악해 보기 위해 참여자들의 교수학습 경험들을 과거부터 현재까지 살펴본 결과 학문 목적과 무관한 글쓰기 수업, 학습자들의 수준과 목적이 고려되지 않은 비효율적 교수학습, 충분한 글쓰기 연습을 위한 수업 부족, 불충분한 피드백과 첨삭과정, 한국어 비원어민 강사들 및 (비)전문적인 한국어 원어민 강사들의 교수실력 부족인 것으로 나타났다. 마지막으로 이러한 어려움들을 개선하고 글쓰기 향상을 위해 참여자들의 요구를 분석하였는데 다섯 가지로 요약된 주요 사항으로는 ⅰ) 교수자들로 부터의충분한 피드백 제공 및 교내 첨삭지도 관련 프로그램 지원, ⅱ) 모방쓰기를 통한 충분한 쓰기 연습 제공, ⅲ) 문법과 어휘학습이 잘 조화 된 균형 잡힌 수업 제공, ⅳ) 학습자의 수준과 필요에 따라 분화되고 다양화 된 쓰기 수업 제공, ⅴ) 학습자의 목적에 맞고효율적인 입학 전 선행학습 과정 제공인 것으로 나타났다.

The present study investigated academic writing difficulties of international students who are currently studying in higher education in South Korea. Data was gathered from a mix of methods: text analysis, interviews. At first, findings of text analysis showed that the rate of mistakes related to ‘grammar & sentence expression’ were the highest. Then, followed by ‘vocabulary’, ‘composition & flow’, ‘quotation’, ‘discourse context’ consecutively. By comparison, in the findings of interview data analysis, participants perceived that anything related to ‘vocabulary’ is the hardest of all. With this, there are writing difficulties in sequence ‘grammar/sentence’, ‘lack of writing time’, ‘writing thesis’, ‘understanding the different system between mother tongue and Korean’, ‘code-switching’. In order to identify the causes of writing difficulties, researcher examined participants’ learning and teaching experiences from the past to the present. Main six causes emerged: (ⅰ) non-academic purposive writing practices, (ⅱ) academic purposive writing practices of which becomes ineffective to unfitting level and aim of the student, (ⅲ) lack of writing practices, (ⅳ) lack of feedback and revision Processes, (ⅴ) teaching quality of non-Korean teachers, teaching quality of native Korean teachers. Lastly, according to the needs analysis for writing improvement, participants wanted that: (ⅰ) sufficient feedback and revision process with correction instruction program, (ⅱ) imitative writing method, (ⅲ) well balanced lesson between vocabulary and grammar, (ⅳ) levelled and various class options, (ⅴ) effective pre-sessional course.

본 연구는 텍스트분석과 인터뷰를 통해 국내 유학생들이 겪는 학술적 글쓰기의 어려움들과 그 발생 원인들을 진단하고 효과적인 글쓰기 교수방안을 탐색해 보았다. 1차로진행된 참여자들의 텍스트 분석 결과에 따르면 ‘문법·문장표현’과 관련된 오류들이 가장 많았고 그 다음으로 ‘어휘’, ‘구성·전개’, ‘자료인용’, ‘담화맥락’ 순으로 나타났다. 이러한 결과들을 바탕으로 2차로 진행된 인터뷰 결과를 살펴보면 우선 참여자들이 인식하고 있는 글쓰기의 어려움들은 ‘어휘’와 관련된 사항이 가장 많았고 그 다음으로 ‘문법 응용하기’, ‘작문시간 부족’, ‘논문작성법’, ‘비교언어학적 이해’, ‘코드 스위칭’의 순서로 나타났는데, 이는 1차의 텍스트 분석과는 다소 다른 결과를 보임으로서 그들이 인식하고있는 어려움들과 실제 간 차이가 있음이 발견되었다. 다음으로 이러한 어려움들의 발생 원인들을 파악해 보기 위해 참여자들의 교수학습 경험들을 과거부터 현재까지 살펴본 결과 학문 목적과 무관한 글쓰기 수업, 학습자들의 수준과 목적이 고려되지 않은 비효율적 교수학습, 충분한 글쓰기 연습을 위한 수업 부족, 불충분한 피드백과 첨삭과정, 한국어 비원어민 강사들 및 (비)전문적인 한국어 원어민 강사들의 교수실력 부족인 것으로 나타났다. 마지막으로 이러한 어려움들을 개선하고 글쓰기 향상을 위해 참여자들의 요구를 분석하였는데 다섯 가지로 요약된 주요 사항으로는 ⅰ) 교수자들로 부터의충분한 피드백 제공 및 교내 첨삭지도 관련 프로그램 지원, ⅱ) 모방쓰기를 통한 충분한 쓰기 연습 제공, ⅲ) 문법과 어휘학습이 잘 조화 된 균형 잡힌 수업 제공, ⅳ) 학습자의 수준과 필요에 따라 분화되고 다양화 된 쓰기 수업 제공, ⅴ) 학습자의 목적에 맞고효율적인 입학 전 선행학습 과정 제공인 것으로 나타났다.

The present study investigated academic writing difficulties of international students who are currently studying in higher education in South Korea. Data was gathered from a mix of methods: text analysis, interviews. At first, findings of text analysis showed that the rate of mistakes related to ‘grammar & sentence expression’ were the highest. Then, followed by ‘vocabulary’, ‘composition & flow’, ‘quotation’, ‘discourse context’ consecutively. By comparison, in the findings of interview data analysis, participants perceived that anything related to ‘vocabulary’ is the hardest of all. With this, there are writing difficulties in sequence ‘grammar/sentence’, ‘lack of writing time’, ‘writing thesis’, ‘understanding the different system between mother tongue and Korean’, ‘code-switching’. In order to identify the causes of writing difficulties, researcher examined participants’ learning and teaching experiences from the past to the present. Main six causes emerged: (ⅰ) non-academic purposive writing practices, (ⅱ) academic purposive writing practices of which becomes ineffective to unfitting level and aim of the student, (ⅲ) lack of writing practices, (ⅳ) lack of feedback and revision Processes, (ⅴ) teaching quality of non-Korean teachers, teaching quality of native Korean teachers. Lastly, according to the needs analysis for writing improvement, participants wanted that: (ⅰ) sufficient feedback and revision process with correction instruction program, (ⅱ) imitative writing method, (ⅲ) well balanced lesson between vocabulary and grammar, (ⅳ) levelled and various class options, (ⅴ) effective pre-sessional course.

이 논문에서는 우선 대학 글쓰기 교육의 목표가 무엇인가를 탐색하고 있다. 대 학 글쓰기 교육의 목표는 일차적으로 신입생 글쓰기 교육을 통해 전공 글쓰기에 도움이 되고자 하는 것이다. 미국과 한국의 여러 대학들도 학생들이 대학의 학술 텍스트를 잘 쓰기 위해 대학. 글쓰기 교육을 도입하였다. 이런 측면에서 보면 대학 글쓰기 교육의 주된 목표는 학술적 글쓰기 교육이라고 말할 수 있을 것이다. 반면 에 이와 다른 관점에서 대학 글쓰기 교육을 바라보는 관점도 있다. 그것은 표현주 의 입장으로, 글쓰기를 통해 개인의 자기 탐색, 자기 성찰을 중요하게 생각하는 관 점이다. 한국에서 표현주의의 입장은 학술적 글쓰기와의 결합을 통해 개인적 관점 과 사회적 관점의 조합을 추구하고 있다. 세 번째로 대학 글쓰기 교육을 인문학적 사고의 학습으로 보는 관점이 있다. 외국어 교육과 다르게 자국어 대학 글쓰기 교 육은 다양한 고전의 학습과 함께 인문학적 사고와 성철을 수반하기 때문에 인문 학적 교육으로 보아야 한다는 것이다. 대학 글쓰기 교육에서 이렇게 다른 세 가지 관점은 서로 상이한 철학을 지니지만 서로 혼용되어 사용될 수도 있다. 국내 대학들은 대체로 이 세 가지 관점을 섞 어서 많이 사용하고 있으며, 학생들의 학술적 쓰기 능력과 자기 성찰, 사회적 비판 의식 모두들 소중하게 생각한다. 이보다 대학 글쓰기 교육에서 더 중요하게 바라 보아야 할 관점은 지식 정보화 시대에 디지털 글쓰기의 도전과 대응이다. 디지털 시대의 글쓰기는 쓰기 주체의 문제, 소통의 문제, 쓰기 교육의 문제를 다시 돌아 보게 한다. 디지털 시대 대학 글쓰기는 매체나 도구의 다양성에도 불구하고 여전 히 학생들의 쓰기 능력을 향상시키는 데 중점을 두어야 한다. 아울러 학생들이 자신의 관점을 되돌아보고, 인문학적 자기 성찰을 할 수 있도록 도와주는 것도 중요하다.

This article inquires into what the principal purpose of College Writing Education is. Many universities newly instituted College Writing Education for students to improve in their scholarship texts. From this perspective, it can be considered that College Writing Education’s main genre is Academic Writing. However, contrary to the previous perspective, there are also different points of view toward College Writing Education. It is Expressionism in writing. Expressionism’s stance puts importance on individual’s introspection and self-reflection through writing. In Korea, the expressionism’s stance on College Writing Education is that it pursuits a combination of personal perspective and societal perspective joining with Academic Writings. Another angle on the College Writing Education is viewing the writing education as a study of liberal art thinking. This notion is based on the contrary between foreign language education and native writing education that native writing education accompanies liberal art thinking and introspecting with various studies of native classics. College Writing Education’s aim is divided into these three disparate concepts, but these concepts can be used together as well. Universities of Korea mostly combine the three stances and value all their scholarly Academic Writing abilities, Introspection, and Societal criticism. Above all, the perspective that needs to be considered more important in the College Writing Education is preparedness and response toward the information and technology centric society. The digital era’s writing leads us to look back upon the problems within writing subject, communication, and writing education. Despite the divergence of media, digital era’s college writing should place emphasis again on advancement of writing ability, students’ introspection towards their perspectives, and strengthening the insight of humanities.

Since the advent of ChatGPT, researchers have rapidly adopted generative artificial intelligence (AI) for academic work, with monthly use reported by 69.4% of natural science researchers and 51.2% of medical researchers. This educational article surveys AI tools for literature search and trend analysis, study-oriented article organization, and manuscript drafting and editing, while emphasizing that these tools complement?not replace?critical reading and standard database searches. For discovery and mapping, Research Rabbit and Connected Papers visualize related papers through citation links or content similarity, while Consensus summarizes the direction and strength of evidence addressing a focused research question. Elicit and SciSpace can extract methods and conclusions into structured tabular summaries to support scoping and gap identification, and STORM can generate knowledge maps for topic exploration; Liner offers research agents to support hypothesis generation and literature review. To extend reference-management workflows, the article proposes downloading relevant PDFs, uploading them to a large language model, extracting predefined fields (e.g., design, participants, interventions, outcomes, key statistics, limitations, and DOI) into a CSV file, and importing the output into a Notion database for tagging and tracking reading status. For writing support, SciSpace and Liner provide outline generation, citation assistance, and peer review style checks, whereas Paperpal, Wordvice.ai, and DeepL focus on grammar, paraphrasing, and translation, and Scite contextualizes citations by identifying whether they are supporting or contrasting. Key cautions include manual verification of AI outputs, awareness of English-language bias, avoidance of reliance on a single tool, and protection of manuscript confidentiality; authors must disclose AI use and remain accountable for accuracy. When used judiciously, these tools can streamline screening, summarization, and revision without eroding scholarly judgment.

Noun phrase (NP) centered structures are distinctive syntactic devices in academic discourse. The commonly employed subordination-based complexity measures cannot adequately capture the development of syntactic complexity of noun phrases expected of advanced student academic writing (Biber, Gray, & Poonpon, 2011). Following the call for more research in this area (e.g. Lu, 2011, p. 57), the current study compared noun phrase complexity in two corpora: one is a corpus of MA dissertations written by Chinese EFL students and the other comprises published research articles in applied linguistics journals. The study examined overall noun phrase complexity using an automatic syntactic complexity analyzer and specifically identified features of one aspect of NP complexity: NP postmodification. The quantitative results were further contextualized in a textual analysis of excerpts from the two corpora for demonstrating the significance of NP complexity to the establishment of discourse coherence. Results of the analyses showed significant underdevelopment of NP postmodification complexity in student writing relative to published texts, meanwhile explicating the circumstances under which the difference is meaningful. Implications of the findings for the teaching of EFL academic writing were also discussed.

Knowledge about academic writing is important to be promoted among the community in Institutes of Teacher Education Malaysia (ITEMs) as the teacher trainees will need to teach these academic writing skills to their students in the future. Additionally, the amalgamation of digital technologies and instructional practice is known to be able to ignite the change in the teacher trainees’ learning of academic writing. As such, this study was conducted by adopting a single group quasi-experimental research design to investigate the effects of digital writing software as a tool for process approach to writing on teacher trainees’ academic writing performance. The study was done on 10 teacher trainees at one ITEM using pre- and post-tests, observation, and reflective journal. Findings indicate that the use of digital writing software as a tool for process approach to writing does improve the teacher trainees’ academic writing performance. The eclectic approach proposes an effective way of enhancing the writing process and increasing the teacher trainees’ motivation to write digital conceptual papers. The use of digital writing software as a tool for process approach to writing can be carried out over an extended duration to develop better comprehension and practice of academic writing.

This study investigates the implementation of the Blended-Collaborative Writing Instructional (BCWI) model to enhance English as a Foreign Language (EFL) student teachers’ academic writing achievement. Academic writing is a critical skill for prospective educators, yet EFL learners often encounter challenges across the writing process, including idea generation, organization, revision, and editing. Employing a mixed-methods design, the study pursues three main objectives: (1) to examine whether the BCWI model improves student teachers’ overall academic writing achievement, (2) to analyse whether the model enhances individual writing elements such as content, organization, vocabulary, language use, and mechanics, and (3) to explore student teachers’ perceptions toward BCWI practices in academic writing classes. Findings reveal that the BCWI model significantly improves learners’ ability to generate and structure ideas, refine drafts through iterative feedback, and develop autonomy in managing the writing process. Moreover, the model optimizes instruction, fosters collaboration, enriches materials, and incorporates constructive feedback through blended learning environments. Nevertheless, challenges emerged, including communication issues, unequal workload distribution, irresponsible group behaviour, and varying levels of digital literacy. These findings underscore the pedagogical potential of BCWI while highlighting the need for further research to refine its application across diverse learner profiles and proficiency levels.

This paper intends to evaluate an academic writing course for ESL learners with the aid of technology. Such a course is based on an integrated model that draws strength from both the model of writing as a process and as a social construct. Forty-one learners from various Asian language backgrounds attended the course in a large Midwestern American university. Details of how the students completed their research paper during the course are described, and evaluation of the course is done through a questionnaire investigating the students’ perceptions about the usefulness of the elements involved in the writing process, a paired samples t-test of the students’ pre- and post-course writing, and a qualitative analysis of the students’ reflective ideas on how the course benefits them. The result of the t-test (t=2.316, p<0.05) indicates that the students did improve their writing competence as a result of taking the course, and the analysis of the questionnaire shows that most of the students had positive opinions of the course. Therefore, it is believed that the course incorporating the integrated model has achieved the goal of helping ESL learners improve their competence and confidence in academic writing, which will enable them to cope successfully with future writing tasks in their academic disciplines.

This study was to examine how L2 writers from different disciplines construct stance markers such as hedges or boosters in research article abstracts. A total of 180 English research article abstracts were collected from the disciplines of applied linguists, public administration, business, computer science, electronic engineering, and biology. Hedges and boosters were analyzed based on the taxonomy proposed by Hyland(2005) and Hu and Cao(2011). The findings revealed that the disciplines of soft sciences contained more stance markers than hard sciences. The discipline of applied linguistics contained the highest proportion of hedges, whereas the discipline of biology contained the highest proportion of boosters. Considerably fewer hedges and boosters were found in the electronic engineering corpus. The most frequently used type of hedges and boosters was epistemic lexical verbs. The analysis suggests that discipline-specific writing conventions should be considered in L2 academic writing instruction. Studies on variations across disciplines may provide pedagogical implications for L2 academic writing courses.

The English modal system is complex, and linguistic descriptions of the modals present varied accounts of the meanings that modal verbs express. It is therefore unsurprising that English modal auxiliaries can present difficulties for language learners. Focusing on can and could, this article uses the highly graded academic writing in the Michigan corpus of upper-level student papers (MICUSP) to describe epistemic modal use of can and could by L1 writers. This description is then employed in analysing the use of can and could in academic writing by Vietnamese learners of English, and in discussing atypical uses. Our analysis found that atypical uses of could involved the use of could to express meanings in contexts where likelihood was relatively high, making can more appropriate. Based on this analysis, pedagogical applications are suggested for English language teaching.

This study examines large-grained, medium-grained, and fine-grained measures, as different dimensions of syntactic complexity, and their relationship with academic writing proficiency in the abstract sections of academic prose. We sampled 237 texts written by expert academic writers of research articles, PhD level L1 Persian writers, and MA level L1 Persian writers. Using one-way multiple analysis of variance (MANOVA) and ordinal logistic regression, we compared the abstracts in terms of their syntactic complexity and checked the predictability of large-grained, medium-grained, and fine-grained measures in academic writing proficiency. The findings revealed that the differences among the groups were not large enough for clausal and sentential measures of dependent clauses per T-unit, and clauses per sentence to show statistical significance. However, the differences among the groups on length-based measures of mean length of T-unit, and mean length of clause along with noun phrase measures of clauses per nominals, noun premodifiers, and prepositional phrases reached significance. Analysis of fine-grained measures of noun phrase complexity shows that four indices that measured the number and variation of dependents in the texts made unique statistically significant contribution to the prediction of academic writing proficiency. These findings suggest the importance of incorporating complementary measures of syntactic complexity (i.e., large-grained measures) as integral parts of L2 writing instruction practices. The implications of the findings in relation to L2 academic writing pedagogy are discussed.

Several past studies have pointed out that Japanese EFL students are not skilled in producing argumentative essays in English, a mode of discourse most often required in academic contexts. The present paper reports on a study conducted to explore the effects of a-year-long writing instruction method that was designed to facilitate Japanese college EFL students in making a successful transition from the “knowledge-telling” model to the “knowledge-transforming” model of writing (Bereiter & Scardamalia, 1987). It was found that the instruction method led the students to produce essays with both macro- and micro-level rhetorical and linguistic features that are considered to be characteristic of formal academic discourse. Specifically, after given the instruction, the students produced essays of better quality with clearer organization, logical consistency, and objective support. They also used more enumerators and logical connectors, and employed, as grammatical subjects, more third-person pronouns and inanimate nouns. It was also found that at least a year is required to ensure such improvements in the students’ academic writing. The paper exhibits a sample analysis of students’ actual essays and also provides examples of teaching materials used.

Due to the students lack of motivation in studying GE (General English) text books, content-based writing was experienced as a new procedure to teaching English to the students of Science and Technology. Content course syllabus for Chemistry was divided into different topics and each topic was allocated to one student. The students were asked to refer to the library and try to gather as much information as they could. Then they had to arrange the material they gathered, organize and structure them into a linear piece of discussion. The result was quite satisfactory. These students had a better Vocabulary, Grammar, Reading Comprehension, and Writing compared to the students in GE. Their scores in their content course were also higher than the scores of the students in GE course.