Compared to conversations and other written genres, written academic prose favours heavy nominal groups, in which the head noun is typically accompanied by premodifiers such as adjectives or nouns, and/or by postmodifiers such as prepositional phrases (Parkinson & Musgrave, 2014). In particular, a Noun Complement structure, a relatively neglected means of stance expression has been underresearched in the study of stance and the way writers to convey an attitude to their compositions and readers. The current study examines this structure as a nominal stance construction related to students' advanced academic literacy (Jiang, 2015). By means of corpus-based contrastive analysis, this study compares the uses of this stance construction in problem-solution essays of 70 Korean university students (L2) with those of English native students (L1) of similar age (20s) and educational level (undergraduate students). The findings observe that EFL students employ fewer examples of nominal stance constructions compared to native English ones and that they showed the use of limited types of this construction. It might be caused by lack of the EFL learners' L1 proficiency and the inherent difficulty of noun phrase constructions in the acquisition of syntactic structures. This research can also make suggestions for EAP (English for Academic Purposes) writings and instructions.