Earticle

본 연구는 학문 목적 한국어 학습자를 대상으로 비실시간 온라인 환경에서의 토론 수업 양상 및 교육적 효과를 고찰하는 데 목적이 있다. 이를 위해 수도권 소재 대학의 몽골 국적 유학생을 대상으로 Padlet을 활용한 비실시간 토론을 수업 과제로 운영하였다. 학습자들은 학문적, 시사적 주제를 중심으로 입론–반론–최종 입장 정 리의 과정을 설계하여 온라인 비실시간 토론 과정에 참여하였고, 두 차례 이상의 글쓰기와 상호 댓글 작성을 수행 하였다. 연구 자료는 Padlet 게시물과 학습자 작성 텍스트 사후 설문으로 구성하였으며 분석 방법으로는 담화 분 석적 접근을 통한 텍스트 유형 및 논거 구성 등의 정성 분석 그리고 플랫폼 사용 경험과 만족도, 자기 주도성 등 의 정량 분석 방법을 판단 근거로 삼았다. 해당 과정을 통해 학습자들은 비실시간 환경에서 충분한 사고 시간을 기반으로 주장을 구성하고 상호 반론 및 피드백을 거쳐 논리적 담화를 구성하였다. 특히 비실시간 방식은 글의 논 리성과 구체성을 증대시키며 자기주도 역량을 촉진하는 효과를 보였다. 본 연구는 실제 수업 적용 사례를 통해 비 실시간 플랫폼이 외국인 학습자의 논리적 담화 능력과 자기주도 학습을 어떻게 강화하는지 실례를 제시하여 교육 적 도구인 Padlet과 같은 플랫폼의 활용 가능성을 탐색하였다.

This study investigates the practices and educational effects of asynchronous online discussion for Korean for Academic Purposes (KAP) learners. At a metropolitan university in Korea, Mongolian international students completed a structured discussion task on Padlet, involving at least two rounds of postings and comments on academic and current-affairs topics. Data included Padlet posts, learner texts, and a post-task survey. A discourse-analytic approach was used to examine text types, argument structures, and learners’ perceptions. Findings show that the asynchronous format allowed for deeper reflection, helping learners construct logical, coherent arguments and develop writing and self-directed learning skills. This classroombased study highlights how asynchronous platforms can support argumentative discourse and pedagogical goals in KAP instruction.

본 연구는 일본의 학술 논문에 나타나는 접속사를 분류별로 나눠 분석하고, 각 접속사 분류별로 나타나는 경향과 특징에 대하여 밝히는 것을 목표로 한다. 특히 지 금까지 많이 다뤄지지 않았던 학술 논문, 그중에서도 사회과학 분야 학술 논문을 분 석 대상으로 하였다. 세부 분야로는 사회과학 분야 중 총 5개 분야(경영학, 경제학, 법학, 심리학, 정치외교학)를 선별하여 각 세부 분야의 학술 논문이 실려 있는 학술 지 1편을 선정, 각 세부 분야당 50편, 즉, 총 250편의 학술 논문을 추출하여 분석 대 상으로 하였다. 학술 논문 텍스트의 본문에 나타난 접속사를 모두 추출하여 어떠한 접속사가 사용되는지, 각 접속사에는 어떠한 경향이 나타나는지, 각 접속사의 분류 별, 논문 분야별로 그 특징에 대하여 고찰하였다. 분석 결과, 대상 논문에서 총 15,076개의 접속사를 확인할 수 있었으며, 표현 종 류는 총 77가지였다. 추출된 접속사를 甲田(2001)과 日本語文法事典(2014)의 분류 기 준을 참고하여 10개의 분류로 나눈 후, 그 사용 비율을 분석하였다. 그 결과, 첨가의 접속사가 가장 많이 나타났으며, 그다음으로 역접의 접속사, 동귀(同帰)의 접속사가 많이 나타나는 것을 확인할 수 있었다. 또한, 논문의 세부 분야에 따라 각 접속사의 사용 양상에 차이가 나타났으며, 같은 표현에도 표기 방식이나 의미에 차이가 나타 나는 것을 확인할 수 있었다.

The purpose of the present paper is to analyze conjunctions in Japanese academic articles and to clarify the trends and characteristics of each classification of the conjunctions. In particular, academic articles in the field of social sciences which have not been treated much in the research field of conjunctions are targeted for analysis. For this purpose, 50 academic articles each in business administration, economics, law, psychology, and political diplomacy, i.e. total 250 academic articles were analyzed. The main outcomes of the analysis are as follows. There is a total of 15,076 conjunctions with total 77 types of expressions. The extracted conjunctions were divided into 10 categories with reference to the classification criteria of Koda (2001) and Japanese Grammar Dictionary (2014). It was found that “additive” conjunctions are most commonly used. The next most common are “Adversative” and “Appositive”. In addition, other conjunctions were also found to depend on the subject of the article. It was also confirmed that a conjunction can have different notation and meaning.

본 연구는 한국과 일본 논문 서론에 나타나는 연구 정당화 전략을 분석하고, 각 정당화 전략의 특징과 한국과 일본의 경향 차이를 밝히는 것을 목표로 한다. 특히 지금까지 서론 연구 분야에서 많이 다뤄지지 않았던 사회과학 분야 학술논문을 분 석 대상으로 하였다. 세부 분야로는 경영학, 경제학, 법학, 심리학, 정치외교학 총 5 개 분야의 학술논문에서 연구를 정당화하기 위해 어떠한 전략을 사용하는지, 각 정 당화 전략은 어떠한 식으로 나타나는지에 대해 집중적으로 고찰하였다. 학술논문은 각 분야당 50편, 즉, 한국 논문과 일본 논문 각각 250편, 총 500편의 학술논문을 대 상으로 분석하였다. 분석 결과, 총 9가지의 연구 정당화 전략을 확인할 수 있었다. 또한, 한국 논문이 일본 논문에 비해 연구 정당화 전략을 보다 다양하게, 많이 사용하는 경향이 나타났 다. 특히나 명시적인 표현을 사용하여 연구를 정당화하는 ‘명시적 정당화 전략’에서 많은 차이를 보였다. 나아가 부정적인 주관이 포함된 정당화 전략의 경우, 한국 논 문에서 더 많이 사용되는 경향을 보였다. 한편, 한국과 일본의 차이는 없었으나 분 야에 따라 비슷한 경향, 차이가 나타나는 것을 확인할 수 있었다. 이를 통해 언어나 문화권을 넘어, 나아가 같은 사회과학 분야일지라도 세부 분야가 다른 경우, 정당화 전략의 경향이 달라지는 것을 확인할 수 있었다.

The purpose of this paper is to analyze the research justification strategies and to clarify the differences in the research justification strategies of the introductions between Korean native speakers and Japanese native speakers. Academic articles in the field of social sciences, which have not been treated much in the research field of introductions, were targeted for analysis. A total of 500 academic articles, 50 each in business administration, economics, law, psychology, and political diplomacy were analyzed. The main results of the analysis are as follows. There is a total of nine different research justification strategies. In addition, A larger variety of justification strategies was found in Korean articles than the Japanese ones. In particular, there was a difference in the explicit justification strategy, which uses explicit expressions to justify the research. In addition, justification strategies that include negative subjectivity tended to be used more in the Korean articles. On the other hand, no difference was observed between the Korea and Japan articles, but similar trends and differences were found by fields. Through these results, it was confirmed that the tendency of justification strategies changes even in the same social science field, when the detail field becomes different.

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.

The construction of writer identity in English L2 academic writing is not usually explicitly addressed in such writing classrooms, yet it plays a significant role for English L2 students learning to write in academic genres. This study investigates the influences on the construction of writer identity by Japanese university students in Japan learning English academic writing, with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing course. A total of sixteen students and their four teachers participated in the yearlong study, involving an analysis of students’ written texts, supported by monthly student and teacher interviews and classroom observations. The text analysis was done using Clark and Ivanič’s (1997) possibilities of selfhood as the main framework, operationalizing Martin’s (2000) Appraisal framework for identifying the different selves. Findings showed that the strongest influences on identity construction were from instructors’ expectations, while personal beliefs also contributed. The findings also showed that students were more likely to meet writing task expectations where instructors had more reasonable requirements in terms of voice.

The field of Contrastive Rhetoric has existed as a discipline within ESL/EFL composition studies for the past forty years. Nevertheless, this article is one of the first to report the findings of a research study testing the effectiveness of specific pedagogical techniques (teacher conferencing and peer response) for delivering contrastive rhetoric-oriented instruction in an English composition classroom. The results of this study hold important implications for EFL university writing (especially in East- Asia), contrastive rhetoric-oriented instruction, and composition studies in terms of further delineating the effectiveness of teacher conferencing and peer response in English composition classrooms. This study was conducted at Handong Global University in Pohang, South Korea in Spring 2004. In this study, the teaching treatment of reinforcing contrastive rhetoric-oriented writing instruction conducted in classroom lecture with contrastive rhetoric-oriented writing instruction rendered in teacher conferences and peer response groups helped lowerlevel Korean university writers make significantly better improvement in their essay writing (as measured by pretest/posttest results) when compared to their control group peers, who only received contrastive rhetoric-oriented writing instruction through classroom lectures, discussions, and written feedback on essays. The current article expands on the original findings in an attempt to explain more precisely the effectiveness of teacher conferencing and peer response in this study.

The purpose of the study was to reveal cultural and linguistic differences in hedging for the purpose of enhancing the pedagogy of writing instruction for English language learners. Thirty research article introductions were selected from two journals in the field of ESL/EFL education, English Teaching from Korea and TESOL Quarterly from the United States. The results showed that Korean writers tended not to hedge their statements to such a great extent, but are assertive, whereas Korean writers writing English introductions and native English-speaking writers appeared to favor hedging; more frequent use of hedging appeared in indicating a research gap in the field or announcing the implications of the study. For native English-speaking scholars in this study, hedging was considered a polite device in academic writing to gain acceptance for their statements, whereas Korean scholars considered hedging an indication of authors’ uncertainty. These differences can be utilized in teaching so as to enable students studying English to make appropriate choices about the way they write research papers in English.