The literature on teaching writing in Asian settings indicates that both students and instructors often strongly resist many of the techniques and activities associated with the "process approach" in favor of a more traditional approach that emphasizes grammar and explicit error correction. In this paper, the author presents the results of a study of student attitudes toward a number of "process-oriented" techniques used in writing classes for two years at a major Korean university. Data, which include questionnaires, student reflective writing, andethnographic description, indicate that most students found many of the "process" techniques both helpful and motivating. Also, most students were very satisfied with the quality of their writing and felt, especially, that writing multiple drafts, emphasis placed on the "publication" of students' work, and instructor comments that focused more on content and organization than on grammatical error helped them to produce better compositions and develop more self-confidence in writing.
 
 

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