Roles of Metalinguistic Awareness and Academic Extensive Reading in the Development of EFL/ESL Academic Writing Skills


  • Grace H. Wang Yonsei University
  • Seok-Dong Wang Hankuk University of Foreign Studies



explicit metalinguistic awareness, implicit metalinguistic awareness, extensive reading, explicit grammar instruction, English for academic purpose, university, reading, writing, English as a second/foreign language


This paper argues that the development of academic writing proficiency may require both explicit metalinguistic awareness (MA) and extensive reading (ER) of academic texts. Specifically, it argues that: (a) there may be a connection between explicit MA and the development of writing skills; (b) there is a connection between ER and the development of writing skills, but academic ER may be required for development of academic writing skills; (c) there may be a connection between explicit MA and the development of reading skills, which may be exploited for the development of academic ER skills, which in turn supports the development of academic writing skills. 

Author Biographies

Grace H. Wang, Yonsei University

Grace H. Wang, M.A. (TEFL/TESL), is a professor of college English at Yonsei University in Seoul, Korea, where she designs task-based curricula and materials for EAP courses. She is the author of the iEnglish® task-based textbooks, and the founder of the iEnglish® Language and Research Center ( Email:

Seok-Dong Wang, Hankuk University of Foreign Studies

Seok-Dong Wang, Ph.D., teaches at Hankuk University of Foreign Studies in Seoul, Korea, where he served as chairman of the Division of International Studies and head of the United Nations peace program. His research areas include issues in education and development aid. Professor Wang is a coauthor of the iEnglish® task-based textbooks. Email:


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