Does Instruction Affect Korean EFL Learners' Argumentative Writing Performance?: An Analysis of their Organizational Patterns and Processes of Writing

This paper examines the instructional effect of organizational patterns of argumentative writing on Korean EFL university students. In order to investigate what their weakest areas are in organizing text and if the instruction could help them develop those areas, thirty Korean university students enrolled in an English writing course entitled, Critical Thinking on Current Issues, were recruited. They were divided into two groups; higher and lower proficiency level groups; and were taught how to write an argumentative essay with good English organizational patterns. By comparing their pre- and postsemester essays, it was found that both the higher and lower level students showed statistically significant improvement in the overall areas of text organization. The instruction thus not only helped them enhance their writing organizational skills but also become much more planned in developing their ideas for writing. In addition, the students generally provided positive comments on the instruction even though they expressed difficulties of writing an argumentative essay. It was thus ascertained that English organizational patterns could be taught so as to bring positive effects on various proficiency levels of Korean university students in developing their organizational skills and planning strategies of writing an argumentative essay.