Earticle

이 연구는 몽골 한국어 학습자들의 쓰기 과제에 나타난 오류 양상과 오류 원인을 분석해 보고 이를 기반으 로 몽골 한국어 학습자들에게 좀 더 효율적으로 한국어를 교육할 수 있는 방안에 대해 논의하였다. 몽골 한국 어 학습자들은 음소 표기 오류에서 한국어 파열음 계열의 격음 오류의 빈도가 높았는데, 이는 몽골어에 격음과 경음이 없기 때문이었다. 조사 오류는 몽골어에도 격어미가 있기 때문에 다른 언어권에 비해 조사 오류 빈도가 낮았으나 한국어 조사와 몽골어의 격어미가 1:1의 대응 관계가 아니기 때문에 그 쓰임을 정확히 교육해야 한 다. 어미 오류는 몽골어에도 어미들이 있기 때문에 오류 빈도는 낮았으나. 시제를 표현하는 방법에서 오류가 높았다. 시제 표현 방법에서의 미세한 차이에 대한 교육이 필요하다. 어휘는 한국어에 있는 어휘들이 몽골어에 없거나 있다고 해도 다른 의미를 갖는 경우가 있기 때문에 어휘 의미에 대한 정확한 의미를 교육해야 한다. 이 연구는 연구 대상이 되는 몽골 한국어 학습자의 수가 많지 않았으나 다양한 오류 양상과 그 오류 원인을 분석 하여 몽골 한국어 학습자의 한국어 교육 방향성에 대해 제시하였다는 점에서 의의가 있다고 하겠다.

This study analyzed the error patterns and causes of errors in the writing task of Mongolian Korean learners, and discussed ways to educate Mongolian Korean learners more efficiently based on this. Mongolian Korean learners had a high frequency of insulated errors in the Korean ruptured sound series in phoneme notation errors, because there was no aspiration and fortis errors in Mongolian. The frequency of postposition errors was lower than that of other languages because Mongolian has a case ending, but the use should be accurately educated because Korean surveys and Mongolian are not 1:1 correspondence. Although the frequency of errors was low because there were mothers in Mongolian. The error frequency was low because there were ending in Mongolian, but the error was high in the way of expressing tenses. lexicon has different meanings even if the lexicon in Korean is not in Mongolian, so it is necessary to educate the exact meaning of lexical Meaning. This study is meaningful in that it analyzed various errors and causes of errors, and presented the direction of Korean language education for Mongolian Korean learners, although there were not many Mongolian Korean learners.

이 연구는 국어과의 예비 교사들이 중등 학생 대상의 쓰기 과제를 구성할 때 무엇을 고려하는지, 과제를 어떻게 구성하는지, 의도한 대로 과제를 구성하는지 등을 분석하고 이를 통해 쓰기 교육 및 교사 교육의 시사점을 도출하기 위한 목적으로 수행되었다. 세 가지 연구 문제에 따라 국어과 예비 교사들이 구성한 쓰기 과제의 내용과 과제 구성 의도에 관한 자료를 수집하여 분석하였는데, 그 결과, 첫째, 참여자들은 쓰기 과제에서 ‘과제 수행 결과물로서 텍스트가 갖추어야 할 요건’ 및 ‘필자에게 요구되는 수행’ 차원의 내용을 다양하게 제시한 것으로 드러났다. 둘째, 참여자들은 학습자의 수행 측면 등 다양한 요소를 고려해 쓰기 과제를 구성하였다. 대체로 참여자들은 완성된 텍스트 자체의 요소에 관한 것보다 학생 필자의 학습과 관련한 요소들에 집중한 것으로 드러났다. 셋째, 쓰기 과제 구성의 의도와 실제 구성 결과 간에는 다소간 차이가 있는 것으로 드러났다. 이러한 결과는 과제 구성에 관한 참여자들의 지식과 경험의 부족에 따른 것으로 볼 수 있어 쓰기 과제 구성 및 쓰기 교육에 관한 더욱 세밀한 후속 연구들이 진행되어야 할 것으로 보인다.

Writing tasks are important instruments to improve students’ writing performance. This means that language teachers need to understand what writing tasks are proper for students and what tasks are not. There, however, have been scant researches that investigated how researchers can help pre-service teachers to make high quality writing tasks. The purpose of this study was to find out how pre-service Korean language teachers design writing tasks, what elements they regard and what traits they revealed in the process of making writing tasks. The result of this research showed that participants composed writing tasks with elements demanded in texts such as ‘theme’, ‘audience’, ‘purpose’, ‘contents’, ‘mode and expression’ and ‘genre’, and requirements for student writers as ‘thought’, ‘using information’, ‘performing process-centered writing’ and ‘performing above writing’. Second, participants were affected by various elements, especially factors about learning, ‘student writers’ learning’, ‘traits of student writers’ and ‘considering conditions of writing task performing’, when they compose writing tasks. Third, there was a gap between the purpose of building writing tasks and authentic writing tasks participants made. From these results, the suggestions of this study are as follow. First, more various elements comprising writing tasks should be explored. Second, the usefulness of each type of writing task has to be verified in diverse perspectives. Third, teacher education curriculum that help pre-service teachers understand student writers’ interest or level of ability to use them in making writing tasks is needed. Fourth, pre-service teachers need more sufficient experiences bridging their intention to make tasks and the authentic tasks they make.

The current study aimed to investigate the relationship between the integrated writing tasks and strategy use in L2 learning depending on the different proficiency levels. Sixty university students were classified into two groups—the lower proficiency group and the higher proficiency group—based on their general English performance with 30 students for each group. For the study, the integrated reading-to-write task and the strategy inventory for integrated writing questionnaire were administered to gauge the learners’ writing outcomes and writing strategy use in general. The results revealed that there was a significant difference in the self-regulatory strategy use between the two groups. The findings also demonstrated writing test scores and test-wiseness strategy showed a positive correlation in the lower proficiency group while these two variables indicated a negative correlation in the higher proficiency group. Pedagogical implications were made based on the results.

While the importance of task sequencing in task-based research and syllabus design has been emphasized, there is a gap in the literature regarding whether the order in which tasks are presented actually has a significant impact on L2 performance. The aim of the study was to investigate whether task sequencing actually had an effect on L2 written performance. A writing task with three levels of task complexity was given to 88 EFL learners, with one group carrying the three task versions out in the order of increasing task complexity (Simple-to-complex), and the other group in the order of decreasing task complexity (Complex-to-simple). It was found that the cognitive load of the task, as well as learners’ syntactic complexity and lexical diversity shown in their L2 writing, were significantly affected by task sequencing and its interaction with task complexity. Pedagogical implications are noted with regard to the differential effects that task sequencing has on L2 writing, as presenting tasks in the order of increasing task complexity resulted in greater syntactic complexity, while presenting tasks in decreasing task complexity led to greater lexical diversity.

Although recent studies of L2 writing development have called for the inclusion of metrics that measure phrasal embedding as well as clausal embedding as indicators of syntactic complexity, taskbased research on L2 written performance still shows a heavy dependence on length-based measures and clausal subordination. In this study, the written performance of 81 Korean learners of English was examined using traditional syntactic measures that most task-based studies rely on, clausal complexity measures, and noun phrasal complexity measures. Participants were randomly assigned to either a Closed group that carried out closed tasks (i.e., tasks with a predetermined answer), or an Open group that carried out open tasks (i.e., tasks without a predetermined answer). Task complexity was manipulated in terms of the number of elements. Generally in line with Kyle and Crossley’s findings (2018), the study revealed that including more encompassing measures of syntactic complexity helped in the understanding of learners’ interlanguage development, especially when considering their level of L2 proficiency.

While previous pre-task planning (PTP) studies tended to adopt a quantitative method (testing, survey), examining its effects on linguistic measures of fluency, accuracy, and complexity, qualitative studies that explored students’ perceptions of PTP in practicing L2 writing have been scarce. In an attempt to bridge this gap, this qualitative study, including students’ essays, their reflections, and semi-interviews, was adopted for data collection. A total of three EFL college Vietnamese students were qualified to collect data for in-depth analysis. The findings show that students of various levels of English all have positive perceptions of PTP, which helps them reduce cognitive demand and manage time while writing. In addition, PTP has a measurable influence on the quality of writing with regard to higher-level writing skills (content, organization of ideas) in general. For example, students provide relevant information and develop ideas with specific examples in their written performance. It should be noted, however, that composition teachers should consider providing students with explicit instructions and training on how to do PTP appropriately. Students will then know how to apply PTP effectively to their writing practice based on their learning styles. These pedagogical benefits and practical concerns are discussed.

Trong khi các nghiên cứu về lập kế hoạch dàn ý trước đây có xu hướng áp dụng phương pháp định lượng (kiểm tra, khảo sát), để kiểm tra tính hiệu quả của nó đối với độ trôi chảy, độ chính xác, và độ phức tạp của văn bản, thì vẫn còn rất ít các nghiên cứu định tính khám phá nhận thức của học sinh về lập kế hoạch dàn ý trong luyện viết. Trong nỗ lực thu hẹp khoảng cách này, nghiên cứu định tính này, bao gồm các bài viết của sinh viên, phản ánh của họ, và các cuộc phỏng vấn sâu, đã được áp dụng để thu thập dữ liệu. Tổng cộng có ba sinh viên Việt Nam đủ tiêu chuẩn để thu thập dữ liệu cho phân tích chuyên sâu. Kết quả cho thấy học sinh ở các trình độ tiếng Anh khác nhau đều có nhận thức tích cực về lập kế hoạch dàn ý, giúp họ giảm nhu cầu nhận thức và quản lý thời gian trong khi viết. Ngoài ra, lập kế hoạch dàn ý có ảnh hưởng tích cực đối với kỹ năng viết cấp cao (nội dung, tổ chức ý tưởng) nói chung. Ví dụ, học sinh cung cấp thông tin liên quan với đề tài và phát triển ý tưởng bằng các ví dụ cụ thể trong văn bản. Tuy nhiên, giáo viên ngôn ngữ nên cung cấp cho học sinh những hướng dẫn cụ thể về việc lập dàn ý. Từ đó sinh viên sẽ áp dụng sao cho phù hợp với từng phong cách học của mỗi em. Những lợi ích sư phạm và mối quan tâm thực tế về lập kế hoạch dàn ý này được thảo luận.

Despite a myriad of studies documenting the educational benefits of digital storytelling (DST) on EFL learners’ language mastery, the majority of the research is not grounded in the theory of L2 instruction, say task based language teaching (TBLT). To fill this void, this action research involving 28 students investigated the efficacy of collaborative DST-based task in an Indonesian EFL writing classroom. Anchored in collaborative TBLT methodology instruction of Willis (1996) that met a set of task criteria coined by Ellis (2009), this study aimed to unveil the effect of collaborative DST-based task on the students’ writing skills; how the students perceived the use of the learning approach; and the challenges they encountered. The statistical evidence indicates that there was a significant difference on the students’ pre- and post-writing scores, which indicates that the use of collaborative DST-based task significantly improved students’ writing skills. The writing students perceived that the learning design could promote their English Language skills Development, engagement, motivation, and interpersonal relation. Another finding revealed that the students found the technological and pedagogical circumstances were their challenges. This study offers implications and recommendations for future research and practices for marrying TBLT and technology in ELT classrooms.

Most task-based research examined the effects of task complexity on various aspects of L2 production, and this study aims to perform an in-depth analysis of task complexity effects on error patterns observed in L2 writing in terms of morphological, lexical, syntactic, and mechanical errors. 39 learners of English carried out one written task with three levels of task complexity, operationalized as the number of elements. Results of a series of repeated-measures ANOVAs revealed that greater task complexity led to significant increases in the amount of all four error types and the numbers of morphological, lexical, and local syntactic errors per T-unit. It was also found that learners are more likely to make errors in terms of plurality, word choice, and article use when they need to mention more elements when carrying out complex tasks.

번역가가 영어의 정관사를 잘못 사용함으로 인해 오해가 발생하는 경우는 거의 없다는 것이 일반적인 견해이나, 실제로는 관사를 올바로 사용하지 않음으로써 의미가 변화하거나, 의사소통에 문제가 생기는 경우들도 있다 (Berry 1991:252-253). 본 연구는 번역을 공부하는 한국 학생들의 영어 관사 오류를 분석함으로써 오류의 원인을 알아보고자 했다. 선행연구(Hawkins et al 2006;Kang 2005; IKW 2004; IKW 2003) 에서는 한국어에 [특정성 SR]을 나타내는 문법 요소가 존재하는 지에 대한 가정이 연구자 마다 다를지라도 한국 학생들이 [특정성]을 구분할 수 있다고 전재하고 있다. 그리고, 학생들이 영어에서 관사 선택의 기준이 되는 [청자의 (지시대상에 대한 선행)지식 HK]이 아닌 지시대상의 [특정성] 여부에 따라 관사를 선택한다고 주장한다. 그러나 본 연구에서는 학생들이 [청자의 지식]에 대한 명확한 개념을 습득하지 못했을 뿐 아니라, [특정성]에 대한 개념 또한 영어를 모국어로 사용하는 사람들과 다름을 발견했다. 학생들은 ‘화자’가 지시대상의 범위를 축소 또는 지적하도록 하는 암시적 또는 명시적 신호가 있는 경우 [특정성]을 잘못 판단하게 된다. 본 연구에서는 관사 사용의 오류가 학생들이 정관사 ‘the’를 지시 대상의 범위를 축소하거나 지적하는 표시로 이해하고 있고, 이러한 개념이 청자의 지식에 대한 개념을 포함하고 있지 않다는 것을 인식하지 못함으로 인해 발생한다는 것을 발견했다.

This study aims to investigate the comparative effects between simple and complex tasks on lexical diversity, lexical complexity, and syntactic complexity in learners’ English writing performance. Two task complexity dimensions are focused on: the amount of information (+/-Few element) and the use of tense (+/-Here-and-Now) in the task. For the data collection, thirty-one Korean college students were asked to perform four different narrative tasks based on a wordless cartoon. The results revealed that the complex task (-Few element & -Here-and-Now) showed a higher level of lexical diversity and lexical complexity than the simple task (+Few element & +Here-and-Now). In the case of syntactic complexity, the dimension of +/-Here-and-Now caused significantly different uses of the gerund and passive voice. The findings suggest that English language teachers need to control the complexity of narrative tasks when assigning English writing to university-level learners.

This classroom-based study investigated how task manipulation would affect second language learners’ interactional patterns in video-conferenced collaborative writing task. In Zoom-mediated courses in a university in Hong Kong, 22 students collaboratively wrote suggestions for improvements to their peers’ lesson plans using Office 365. To examine the impact of different task features on learners’ interactional patterns, the suggestion-giving task was manipulated in terms of discoursestructural demands (i.e., listing bullet-pointed sentences vs composing a coherent letter) and interactional demands (i.e., working in a pair vs working in a group of three or four). Data came from audio-recordings of the students’ peer collaborations and responses to a post-task survey. The results revealed that students rated writing a coherent letter considerably more demanding than writing bulletpointed sentences, resulting in fewer discussions on how to improve a given lesson plan. In addition, the students’ discussions were predominantly meaning-based with very little focus on the target language use. The findings of this study cast light on the importance of careful task design when implementing video-conferenced collaborative writing tasks.

The purpose of this study is to explore the effects of peer feedback combined with different task sequences on written performance in actual large-sized classrooms motivated by several problems in previous peer feedback studies—validity concerns in research design, peer feedback as only productoriented activity, the lack of effects of feedback on detailed written performance, and primary focus on affective and writing quality. A total of 89 undergraduates were divided into two groups: peer feedback in simple-complex task sequence (PSC) and peer feedback in complex-simple task sequence (PCS). The study employed eleven general and specific measure indices of syntactic complexity, accuracy, and fluency. The findings were that peer feedback influenced accuracy and fluency, and task sequence influenced syntactic complexity. The PSC increased general and specific accuracy, but decreased fluency, whereas the PCS increased general and specific syntactic complexity, specific accuracy, and fluency. Overall, peer feedback in a simple-complex task sequence improved accuracy in an extended manner, and peer feedback in complex-simple task sequence improved various aspects of written performance. The study suggests peer feedback could be a feasible way to improve actual written performance even in large writing classes when task sequences and task complexity are involved with peer feedback.

This study aims to investigate to what extent pre-task planning and the source text type(genre) affect Korean English as a Foreign Language (EFL) college learners’ summary writings in terms of lexical, sentential, and discourse-level features. A total of 120 summary writings of cause/effect expository texts and argumentative texts in the different modes of planning were collected and analyzed using a computational assessment tool, Coh-Metrix. The results show that the participants’ summary writings in the different planning conditions and text types were statistically different according to their lexical-level (the mean word length, word frequency, imageability, concreteness, the third person pronouns), sentential-level (the mean sentence length, causal connectives, temporal connectives, noun density, Flesch-Reading Ease (FRE), Flesch-Kincaid Grade Level (FKGL)), and discourse-level (type-token ratio, LSA cosines for all and adjacent sentences) features. This study provides some pedagogical implications for teaching English summary writings of various planning contexts and source text types.

The current study aims to develop and validate the latent factors underlying Korean EFL college students’ enjoyment and boredom, and also explores how these two factors are presented depending on writing task types in an English writing context. This study consists of two experimental phases. Experiment 1 recruited 437 students from diverse majors to investigate writing enjoyment and boredom factors. Experiment 2 employed 71 students to examine the effects of writing task types on emotional variables. They were assigned to two writing task groups: individual continuation writing group (ICWG) and collaborative continuation writing group (CCWG). The results of the study indicate that the following five factors are key to English writing enjoyment: interest and enjoyment in writing, external motivation and learning environment, teacher variables, writing tasks, and interest toward English-speaking cultures. English writing boredom includes five factors: indifference and boredom in writing, low interest in writing tests and tasks, teacher and class atmosphere, anxiety in writing, and indifference toward English-speaking cultures. This study also reveals that learners in the CCWG showed higher enjoyment and lower boredom than those in the ICWG. In addition, CCWG performed better writing achievement than ICWG. Based on the outcomes, pedagogical implications and suggestions are given for L2 writing classrooms.

목적 : 학습지연을 동반한 ADHD성향을 지닌 아동에게 교육매체를 접목한 과제 중심 다감각운동 프로그램을 적용한 후 자아효능감과 쓰기능력의 변화를 알아보고자 하였다. 연구방법 : 학습지연을 동반한 ADHD성향을 지닌 아동을 대상으로 과제 중심 다감각운동 프로그램을 실시하였다. 연구 절차는 사전검사, 중재, 사후검사 순으로 진행되었다. 사전-사후검사로 자아효능감 및 KNISE-BAAT 쓰기검사 ‘가’ 형과 ‘나’형을 사용하였다. 중재는 총 8회기 동안 실시하였다. 수집된 자료는 SPSS version 18 프로그램을 사용하여 분석하였다. 결과 : 과제 중심 다감각운동 프로그램 적용 결과 자아효능감(학교, 사회), 쓰기능력(어휘구사력, 문장구사력)에 유의미 한 향상이 나타났다. 결론 : 과제 중심 다감각운동 프로그램은 학습지연을 동반한 ADHD성향을 지닌 아동의 자아효능감 및 쓰기능력을 향 상시킬 수 있는 유익한 중재방안으로 활용될 수 있을 것이다. 후속 연구에서는 교육매체를 접목한 과제 중심 다감각 운동 중재모형을 다양하게 구안할 필요가 있다고 사료된다.

Objective : The purpose of this study was to investigate the change in self-efficacy and writing ability after applying a Task-Oriented Multi-Sensory Movement Program to children with ADHD tendency accompanied by learning delays. Methods : A Task-Oriented Multi-Sensory Movement Program was implemented to children with ADHD tendency accompanied by learning delays attending S elementary school. The research proceeded in the order of a pre-test, Task-Oriented Multi-Sensory Movement intervention, and a post-test. The first session involved a pre-test, in which the children’s self-efficacy and writing ability were examined using self-efficacy test and type ‘A’ KNISE-BAAT writing test. The multisensory group activity program intervention was conducted for a total of 8 sessions. In the last session, a post-test was conducted using self-efficacy test and type ‘B’ KNISE-BAAT writing test. Data collected from the tests were analyzed using SPSS Statistics 18. Results : According to the tests taken before and after implementing the Task-Oriented Multi-Sensory Movement Program, there was a significant improvement in self-efficacy (school, society), writing ability(command of vocabulary and sentence). Conclusion : Task-Oriented Multi-Sensory Movement Program may be used as a beneficial measure to improve the self-efficacy and writing abilities of children with ADHD tendency accompanied by learning delays. It is necessary to design various intervention models by combining educational media based on a multisensory approach.

The present study examines the effects of manipulating cognitive task complexity on high school English learners’ narrative and persuasive writing. Participants were 156 high school students. They were divided into four groups. Each group was given one of four different types of writing that were classified based on their genres (narrative vs. persuasive writing) and dimensions of task complexity (resource-directing vs. resource-dispersing). All participants completed both simple and complex writing tasks for their assigned type of writing. Participants’ written products were measured in terms of complexity, accuracy, and fluency. The results revealed that increased task complexity, along with the resource-directing dimension, somewhat positively affected the complexity, accuracy, and fluency of both narrative and persuasive writing. However, increased task complexity, along with the resource-dispersing dimension, showed differential effects of cognitive complexity on participants’ written products between the genres. It resulted in decreased scores in fluency and accuracy, and had no significant impact on the complexity of narrative writing. As for persuasive writing, on the other hand, it lowered the fluency, increased the complexity, and had no impact on the accuracy. The pedagogical suggestions drawn from the results are provided along with the limitations of the study.

본 연구에서는 서로 다른 모어를 지닌 일본어 학습자가 접속조사 「から」와 「ので」를 어떻게 습득하는지를 밝히기 위하여 그 사용 경향을 태스크의 종류별로 분석하여 구별적 사용에 태스크가 미치는 영향에 대해 분석을 실시하였다. 본 연구의 분석을 통해 다음과 같은 습득 경향을 확인할 수 있었다. (1)일본어 학습자의 「から･ので」의 습득은 태스크의 종류에 관계없이 「から」를 축으로 이루어진다. 그러나 발화 태스크에 비해 작문 태스크에서 「ので」를 사용하려는 경향이 상대적으로 강하다. (2)일본어 학습자의 「から･ので」의 습득은 학습자의 모어에 관계없이 대체적으로 유사한 양상을 보인다. 즉 「から･ので」는 보편적 습득 과정을 지니는 문법항목이라 할 수 있다. (3)일본어 학습자의 「から･ので」의 습득에는 문체적 요소와의 결합에 의한 유닛이 관찰되며, 이러한 유닛은 태스크의 종류에 따라 다르게 형성된다. (4)일본어 학습자의 「から･ので」의 습득에는 문장 내에서의 위치 요인이 관여하고 있으며, 구별적 사용 경향은 태스크에 상관없이 나타난다. (5)일본어 학습자의 「から･ので」의 습득에 나타나는 유닛은 작문 태스크보다 발화 태스크에서 더욱 분명하게 나타난다.

In this study, in order to reveal how Japanese learners with different languages acquire access surveys “kara” and “node”, the use trend was analyzed by task type and the effect of the task on distinctive use was analyzed. Through the analysis of this study, the following learning trends could be confirmed. (1)The acquisition of “kara/node” by Japanese learners is centered on “kara” regardless of the type of task. However, compared to speech tasks, there is a relatively strong tendency to use “node” in writing tasks. (2)The acquisition of “kara/node” by Japanese learners shows generally similar patterns regardless of the learner's mother tongue. In other words, “kara/node” can be said to be a grammar item with a universal acquisition process. (3)In the acquisition of “kara/node” by Japanese learners, units by combination with stylistic elements are observed, and these units are formed differently depending on the type of task. (4)Position factors within sentences are involved in the acquisition of Japanese learners' kara/node, and the tendency to use distinctively appears regardless of the task. (5)The unit that appears in the acquisition of “kara/node” of Japanese learners appears more clearly in the speech task than in the writing task.

“Differential Effects of Oral Metalinguistic Feedback Given during English Writing Task Performance and Written Metalinguistic Feedback Given after English Writing Task Performance.” Studies in English Language & Literature. 38.3 (2012): 165-196. This study examined whether there would be any difference between the effect of oral and written metalinguistic feedback on learners' accurate use of some English verb tenses in their written production. To help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tense correctly in their written production, oral and written metalinguistic feedback was used. The oral group was provided with oral metalinguistic feedback while the learners were performing a translation task. The written metalinguistic group was provided with written metalinguistic feedback one week after a translation task was completed. The control group received no corrective feedback. The study showed both oral and written metalinguistic feedback had a significant effect on promoting the correct use of the target verb tenses in written production and that oral metalinguistic feedback had a significantly superior effect than written metalinguistic feedback due to differences between oral and written corrective feedback. It was concluded that oral metalinguistic feedback given during writing task performance can be more effective than written metalinguistic feedback given after writing task performance in helping learners gain greater control over already partially acquired forms in their written production and therefore can improve their writing accuracy. (Seoul Christian University)