Threshold level of English language proficiency for EFL writing: Effect on the interaction between English language proficiency and writing skills on Korean college students' EFL writing

Since English-as-a-foreign-language (EFL) writers face both linguistic and rhetorical problems, English language skills alone do not guarantee proficiency in EFL writing. Writing is basically a process of cognitive problem-solving. Studies comparing second- or foreign-language writing process with that of first-language writing demonstrated many similarities between first- and second- or foreign-language writing process. However, the transfer of writing skills from a first to a second or foreign language is possible only when the writer possesses an adequate level of second or foreign language skills.;It was hypothesized in the present study that, if the subjects reached a certain level of English language proficiency, their writing skills would be more strongly influenced by their native language, Korean, writing skills than their English language proficiency. The results of the study supported the hypothesis. When the subjects scored 51 or more points on the Michigan Test of English Language Proficiency, while their EFL writing skills were significantly correlated with their Korean writing skills, the relationship between EFL writing skills and English language proficiency was not significant. In contrast, for those who scored less than 51 points, the relationships were reversed. In addition, the present study also showed that for the subjects whose Michigan Test Scores rated between 41 and 50 points, both the Korean writing skills and the English language proficiency were significantly correlated with the EFL writing skills.;The results of the present study suggest that the focus of EFL writing instruction should vary depending on the students' English-language proficiency. For low English-language proficiency students, the focus of EFL writing instruction should be developing their English-language skills. For intermediate English learners whose English-language proficiency and native-language writing skills are significantly correlated with their EFL writing skills at the same time, the focus of the instruction should be on developing both English language and writing skills. For advanced English learners, the focus of the instruction should be on developing their writing skills rather than their English language skills. Finally, this study suggests that a task of EFL writing consists of various communicative components, and they should be carefully reviewed and included in the curriculum.