Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback

Amelohina, Victoria; Nicolás‐Conesa, Florentina; Manchón, Rosa M.

doi:10.1075/lllt.56.07ame

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…In the context of multi-stage tasks, the provision of WCF creates a TR cycle in which students write, revise with feedback and rewrite. In spite of the scarce research conducted so far, several authors have emphasized the potential of combining the effects of TR and feedback (Amelohina et al, 2020;Ellis, 2009;Manchón, 2014a,b). In addition to this, students want and expect WCF (Ferris & Hedgcock, 2014), their preferences seem to mediate the effectiveness of the different types (McCargar, 1993;Schulz, 2001) and these preferences have been shown to vary widely from student to student (Kim & Nassaji, 2018), which reveals the need to measure task motivation when the effectiveness of WCF is assessed.…”

Section: Model Texts and Motivation In The Context Of Writingmentioning

confidence: 99%

Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

Ibarrola¹,

Villarreal²

2021

Int. j. Engl. stud.

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Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive understanding of task effectiveness. The present study analyses task motivation in 24 EFL YLs writing in pairs during three sessions divided into a model group (MG) and a task repetition group (TRG). Results show that students’ task motivation is high in general but declines in the MG while it is maintained in the TRG. As for the motives, working together is the main reason students give to justify their positive scores. These results complete previous knowledge about models and TR, reinforce the value of collaborative writing and encourage the inclusion of motivation measures in task-based research.

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Section: Model Texts and Motivation In The Context Of Writingmentioning

confidence: 99%

Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

Ibarrola¹,

Villarreal²

2021

Int. j. Engl. stud.

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Chapter 13. Writing

Leow

Manchón

Polio

2022

Research Methods in Applied Linguistics

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L2 writing development through two types of writing task repetition

Fukunaga

2021

International Review of Applied Linguistics in Language Teaching

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This study investigated whether any remarkable effects emerge in terms of overall complexity, complexity by subordination, accuracy, and fluency in two types of writing task repetition during a single academic semester (16 weeks). The Cognition Hypothesis states that tasks involving different cognitive demands will lead to different L2 output. Thus, this study explored whether any significant differences existed between two task types: descriptive and argumentative essays. The results revealed different patterns in the two types of writing tasks. For the descriptive essays, despite the improvements in overall complexity, complexity by subordination, and fluency with a large effect size, no significant findings were confirmed for accuracy. In contrast, in the argumentative essays, the learners improved all the linguistic aspects, but with a medium effect size. This study also unraveled developmental trajectories to demonstrate how different variables interacted in the two different types of writing tasks throughout the measurement period.

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Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback

Cited by 4 publications

References 24 publications

Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

Are EFL Writers Motivated or Demotivated by Model Texts and Task Repetition? Evidence from Young Collaborative Writers

Chapter 13. Writing

L2 writing development through two types of writing task repetition

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