The use of models as a written feedback technique with young EFL learners

Guirao, Josefa Cánovas; Larios, Julio Roca de; Coyle, Yvette

doi:10.1016/j.system.2015.04.002

Cited by 35 publications

(27 citation statements)

References 35 publications

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“…In the composing stage, the problems were often formulated in terms of lack of knowledge or potential solutions to the problems encountered, while in the comparison stage, they were expressed in terms of awareness of the problems. This concern with lexis fully confirms the data reported by Hanaoka (2007) and other studies investigating attentional processes in free-writing tasks (e.g., Cánovas Guirao et al, 2015; Coyle & Roca de Larios, 2014).…”

Section: Discussionsupporting

confidence: 90%

“…Another important finding was that while the learners in the control groups provided a solution to 14% of the problems identified in Stage 1, those in the treatment groups incorporated a relevant form in 45% of the cases, ruling out task repetition effects (Cánovas Guirao et al, 2015). Moreover, it should be noted that the learners who were provided with models incorporated other additional features they did not identify as problematic while producing output.…”

Section: Discussionmentioning

confidence: 99%

“…Cánovas Guirao, Roca de Larios, and Coyle (2015) studied the effectiveness of model texts as a form of CF with children ages 10–11 engaged in a three-stage writing task. Their findings indicate that higher-proficiency learners noticed and incorporated more features than students with a lower proficiency.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Moreover, in line with Hanaoka (2007), the learners focused mainly on lexis. The improvement of both the experimental and control groups led Cánovas Guirao et al (2015) to acknowledge the potential influence of task repetition.…”

Section: Literature Reviewmentioning

confidence: 99%

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The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

Mayo

Labandibar

2017

Ann Rev Appl Linguist

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The language learning potential of writing has been an underresearched topic in the English as a foreign language (EFL) context. The present study investigates what Basque-Spanish EFL teenage learners (n = 60) notice when writing a composition in response to visual stimuli in a three-stage writing task including output, comparison, and delayed revision. The present study also explores how this noticing and feedback processing affects their subsequent revisions. The findings revealed that participants noticed mainly lexical problems, although they also paid attention to content features. Moreover, more proficient learners and guided learners noticed more features. A qualitative analysis of the results indicated that, overall, learners had a negative attitude toward writing and modeling, but those with more positive beliefs incorporated more items in subsequent revisions. A number of implications for research and pedagogy will be discussed.

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Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

Mayo

Labandibar

2017

Ann Rev Appl Linguist

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“…This study explores the process of “writing-to-learn” (e.g., Manchón, 2011), in this case, the extent to which writing can support language learning. García Mayo and Labandibar test the use of models as corrective feedback by investigating what students notice when writing independently or when comparing their text to models (e.g., Cánovas Guirao, Roca de Larios, & Coyle, 2015). Consistent with research on learner-generated focus on form in oral tasks with young adult learners (e.g., Williams, 2001), this study found that these elementary and low-intermediate-level learners, working with written texts, also predominantly focused on lexis, not other features such as grammatical forms.…”

Section: Insights Into Language Processing At Different Agesmentioning

confidence: 99%

Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice

Philp

Borowczyk

Mackey

2017

Ann Rev Appl Linguist

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This issue was designed to include a wide range of research on children's second language learning. Here we provide a short overview of each of the articles contained in this issue, many of which bring up novel ideas and topics, as well as new takes on familiar themes that sometimes challenge prior conceptions and, ideally, inspire new understandings of child language acquisition, and policies, and practices in instructed settings. The 15 articles in this issue are based in instructed and naturalistic settings and include reviews and experimental work, and collectively represent learners between 5 to 18 years old. The language backgrounds include Mandarin (first language [L1]), Arabic (L1), Basque (L1), Cantonese (L1), English (second language [L2]), Hebrew (L1, L2), Spanish (L1, L2), and Thai (L1). Topics include the uniqueness of child second language acquisition (SLA); learning in majority language classrooms; best practices in bilingual schooling, cognition, and SLA in younger learners; testing and assessment relating to age and language choice; and methodological contributions that arise from the particular challenges of researching child second language development in instructed and naturalistic settings. the uniqueness of child slaThe uniqueness of the experiences of younger language learners is obvious, yet is vital to acknowledge its importance with respect to SLA, as Oliver and Azkarai's review article points out (see also Paradis, 2007). When children are compared to adults with respect to context, relationships, and development, interesting differences emerge. In the research presented here, the age of participants ranges from 5 to 18 years, roughly approximating the span of developmental changes over the years of compulsory schooling in many countries, from early to middle childhood and early to late adolescence. In contrast to adult learners, adolescents and younger children in particular lack the independence and autonomy of adults, 1 terms of use, available at https://www.cambridge.org/core/terms. https://doi

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Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality

Nguyen,

Phuong

2024

Assessing Writing

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The use of models as a written feedback technique with young EFL learners

Cited by 35 publications

References 35 publications

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

The Use of Models as Written Corrective Feedback in English as a Foreign Language (EFL)Writing

Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice

Exploring the use of model texts as a feedback instrument in expository writing: EFL learners’ noticing, incorporations, and text quality

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