Abstract
The purpose of this study is to examine the effects of using infographics in L2 writing instruction for writing competence. The study was conducted in L2 writing instruction at a medium-sized university in North Gyenosang Province. Twenty-seven students who represented diverse levels and disciplines participated in this study. Two research questions ― 1) Is it evident that students improved their writing after taking an infographic-based writing course? and 2) What are the benefits of infographic-based writing that the students perceived for their English writing practice? ― guided this study. To respond to the two questions, the study analyzed the treatment of pre-test and post-test over the course of the writing course and the students’ reflection notes after writing projects. The results showed that syntactic complexity and fluency were improved; however, only fluency improvement revealed statistical significance. The results also demonstrated that textual organization, message-delivering power, genre awareness, and interest in learning were what students gained during the writing process.
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