Korean EFL students’ expression of evaluation using that-complement clauses: A corpus-based study

This study explores how Korean pre-university EFL writers use evaluative that-clauses to express evaluation, construct arguments, and enhance rhetorical impact in opinion-based writing. By analyzing five groups with varying proficiency levels, the study examined how the use of evaluative that-clauses gradually changed as proficiency increased. The findings revealed that lower-level writers tended to use the that structure in a manner similar to spoken language, characterized by frequent omission of that and excessive use of I think. In contrast, higher-level writers included diverse perspectives and used structures like empty it subjects or abstract entities to present their arguments more strategically, creating a more objective impression. The study suggests that explicit instruction on the functions and strategies for using evaluative structures is necessary to better prepare students for the demands of higher-level academic writing.