This qualitative study explores Korean high school students' exercising of agency in processing and producing L2 writing. Data were collected from off-line and online interviews, field notes, and other written materials over the course of two years and analyzed from a social view of agency (Ahearn, in: Jaspers, Östman, Verschueren (eds) Society…

This qualitative study aimed to investigate adolescent English learners' multimodal communicative competence. Grounded upon a social semiotic approach with the concepts of affordances and transmediation, this research was carried out in an after-school programme at a secondary school in Korea. Three high school students participated in the…

This study aims to enhance second language (L2) learners' motivation and facilitate successful L2 learning by using motivational languaging, an intervention that encourages learners to reflect on, and externalize, their L2-speaking, competent future self-concepts by writing or speaking about them. Two types of effective languaging activities were…

Although digital multimodal composing (DMC) is receiving increasing attention in language classrooms, the extent to which it contributes to students' writing practices is controversial. In order to understand the affordances of DMC compared to traditional monomodal writing in school contexts, it is pertinent to compare DMC and traditional writing…

This study investigated the instructional effects of learner uptake following automatic corrective recast from artificial intelligence (AI) chatbots on the learning of the English caused-motion construction. 69 novice-level EFL learners in a Korean high school were recruited to investigate the instructional effects of corrective recast from AI…

Purpose: This paper aims to investigate adolescent English as a foreign language (EFL) learners' digitally mediated multimodal compositions across different genres of writing. Design/methodology/approach: Three Korean high school students participated in the study and created multiple multimodal texts over the course of one academic semester.…

We explored whether task complexity, operationalized by the two types of writing prompts, affects EFL high school students' narrative writing in terms of syntactic complexity, lexical complexity, fluency, cohesion, and text quality. 32 intermediate EFL students who were randomly assigned to two prompt groups completed a written narrative task…

The present study attempts to provide empirical and qualitative evidence to support the feasibility of rubric-referenced self-assessment to promote learning in a Korean high school EFL context. Over four rubric-referenced self-assessment lessons, with the help of a teacher's instructions, students wrote a first draft and assessed it using a…

This author, a lecturer in the Education Program at the University of Washington (Bothell), relates an experience that dated back to an invitation to give a talk at the Gwangju International Center (GIC) in Korea in the Summer of 2011. Min spoke about culturally-embedded writing practices across nations and presented some practical strategies that…