Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications

Abstract

While a surge of research has investigated the use of reformulations and models as positive evidence feedback (PEF) in second language (L2) writing, so far no research synthesis seeking to review the status quo of this particular topic has been published. To fill the gap, the present study synthesized 23 studies on reformulations and models as PEF in L2 writing and examined the salient findings regarding three major research strands: (1) students’ noticing and incorporation from reformulations; (2) students’ noticing and incorporation from models; and (3) effects of PEF on L2 writing. Informed by the study findings, we suggest L2 teachers vary their feedback decisions with flexibility, consider individual and contextual factors in PEF practices, combine PEF and corrective feedback to maximize student learning, and provide guidance to support student actions in response to PEF. We also propose three areas for further research, namely going beyond linguistic issues to explore the potential of PEF, systematically investigating factors influencing students’ engagement with PEF, and collecting longitudinal data to examine the long-term effect of PEF. This study enhances our understanding of this emerging research area and provides implications for L2 pedagogy, as well as suggestions for future investigations.

Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies

“…For instance, schools need to afford support and opportunities for the formation of professional learning communities in which teachers collaboratively develop their skills and knowledge regarding WCF in the writing classroom. Apart from the indispensable role of teachers in WCF-related activities, teachers may consider sharing responsibilities with students during feedback activities (Cao & Mao, 2022) by providing elaboration and coaching to guide WCF practices (e.g., spelling out teacher expectations about revision, modeling how feedback is to be addressed, and providing feedback training). Such a partnership approach is conducive to establishing mutual understandings and developing teachers' and students' capacities to enact complementary roles in the feedback process.…”

Using model texts as a type of feedback in EFL writing

“…However, most previous work has investigated the effect of model texts by employing a narrative story writing assignment ( García Mayo and Labandibar, 2017 ; Ramón, 2019 ; Luquin and Mayo, 2021 ). In addition, the long-term effect of model texts has hardly been examined since most existing studies were completed in a brief period of time ( Cao and Mao, 2022 ). To further uncover the effect of model texts on EFL writing, some studies explored the effect of learner factors, such as language proficiency ( Coyle and Roca De Larios, 2014 ; Cánovas Guirao et al, 2015 ), learners’ attitudes towards models ( García Mayo and Labandibar, 2017 ), and working memory ( Kang, 2022 ).…”

“…To further uncover the effect of model texts on EFL writing, some studies explored the effect of learner factors, such as language proficiency ( Coyle and Roca De Larios, 2014 ; Cánovas Guirao et al, 2015 ), learners’ attitudes towards models ( García Mayo and Labandibar, 2017 ), and working memory ( Kang, 2022 ). To date, little work has been done on the role of other individual and contextual elements in fostering or inhibiting learners’ involvement with model texts ( Cao and Mao, 2022 ).…”