Investigating Performance and Difficulty of Korean University Students’ L2 Writing on IELTS Tests

Abstract

Investigating Performance and Difficulty of Korean University Students’ L2 Writing on IELTS Tests Yanghee Kim (Daegu University) This study examined the Korean university students' difficulties while preparing for the writing section on International English Language Testing System (IELTS) tests. It also investigated the suggestions for these students to improve their writing skills. Data was collected by reviewing the participants’ writing samples, and conducting open-ended surveys, and interviews. This study found five main categories: (1) Background knowledge building; (2) Idea development; (3) Vocabulary; (4) Grammar; and (5) Writing experiences. These categories explain that when the participants complete the academic writing Task 2 on the IELTS test, background knowledge about the topic played an important role in generating content. They faced many difficulties with using appropriate vocabulary and grammar. In addition, these students’ writing practices and experiences were important for them to complete the task successfully. This study also provided the suggestions for improving students’ writing skills and pedagogical implications for writing teachers.