The Effects of Freewriting on L2 Writing Fluency, Emotions, and Perceptions Among Secondary EFL Learners

ABSTRACT Freewriting is a writing technique where individuals write continuously for a set time without editing or revising. This study examines its effects on English as a foreign language (EFL) writing fluency, emotions, and learner perceptions among 149 Korean 8th‐grade students. Over ten weeks, students participated in eight five‐minute freewriting sessions as an instructional intervention. Data were collected through pre‐ and post‐intervention recount writing tests, writing anxiety and enjoyment questionnaires, and a learner perception survey. Fluency was measured by words per minute. The results revealed that second language (L2) writing fluency development through freewriting practice followed a non‐linear trajectory, marked by a shallow U‐shaped pattern: a decline in fluency was followed by a gradual upward trend, culminating in the highest level in the final session. The results also indicated improved fluency in recount writing tests, which suggests the gains achieved through freewriting practice transferred to new contexts. In addition, findings indicate that freewriting reduced writing anxiety and enhanced enjoyment. Most students believed freewriting helped improve their writing skills. The most frequently mentioned benefit was increased self‐confidence and written output, while the primary limitation was insufficient freewriting time. Overall, findings highlight freewriting as a valuable fluency‐based approach that supports fluency development and affective growth in secondary EFL contexts.