Mismatched Needs and Services in Using L2 Writing Resources

This study investigated a group of nine Korean graduate students' use of writing resources at a mid-western U.S. university and also scrutinized the assistance that ESL writing courses, a writing center, and an academic research course provided for L2 students in learning to write in their new academic culture. The findings indicate that the students in this study were not active users of writing resources and their overall resource utilization was limited. Furthermore, there clearly seemed to be not enough communication between the students and the resource providers, giving the impression that the resources were not provided in ways that would have better benefited the students. It further indicates that the students were not easily accessible to interactions with the resources as well as participation in their academic communities. The study asks for more active communication among resource providers. More suggestions for future research and implications for pedagogy are provided.