Using model texts as a type of feedback in EFL writing

Abstract

Recent work has established that model texts could be employed as a useful feedback technique. However, few studies have employed argumentative writing tasks and analyzed draft quality, and little is known about the role played by the language analytic ability in using model texts. The current study aimed to investigate what Chinese EFL learners (n = 60) noticed at the composition and comparison (comparing their texts with model texts) processes in a four-stage argumentative writing task and explore to what degree model texts can enhance the learners’ subsequent writing. The four stages were: (1) writing (pre-test); (2) comparing (treatment); (3) rewriting (immediate post-test); (4) delayed writing (delayed post-test). The findings showed that learners primarily noticed lexical features in the composition and comparison stages. Higher language analytic ability (LAA) learners and guided noticing learners could notice and elicit more information from the model texts. Overall, the use of model texts was effective in improving learners’ writing by providing alternative elements associated with lexis, grammar, content, and organization. In addition, the beneficial effect of model texts on writing could be maintained after 1 week. Some pedagogical implications are put forward to help teachers make better use of model texts to improve learners’ writing. This study also provides new insights into how language analytic ability affects the effectiveness of using models and provides more information on the type of learner most likely to benefit from model texts.

Adopting ChatGPT as a writing buddy in the advanced L2 writing class

“…Similarly, research with young learners receiving models as corrective feedback showed that proficiency mediated the success of such an approach (Coyle & Roca de Larios, 2020). The most recent findings by Wu et al, (2023) resonate with these suggestions as in their study learners with high language analytic ability benefited more from their intervention than others. This approach also sheds new light on the use of corrective feedback.…”

“…In sum, the clear co-occurrence figures between revision focus and trigger together with the high number of successful revisions show that students seemed to be well equipped to revise their texts, while skillfully drawing on the different sources they had at their disposal. On a cautionary note, we would like to pinpoint that our participants were advanced students of the target L2 which has been described as an important factor for effectiveness of models in the revision process (García Mayo & Labandibar, 2017, p. 110;Wu et al, 2023).…”

“…In the past decades, modelling has received greater attention from L2 scholars (e.g., Hanaoka, 2007;Kang, 2023;García Mayo & Labandibar, 2017;Roothooft et al, 2022, Wu et al, 2023. Accordingly, writers use the models predominantly to revise vocabulary (e.g., Cánovas Guirao et al, 2015;Hanaoka, 2007;García Mayo & Labandibar, 2017;Wu et al, 2023) and, only to a lesser extent manage to identify content issues. Moreover, lower-level students seem to have rather negative attitudes towards the use of models as writing feedback (García Mayo & Labandibar, 2017;Strobl, 2015).…”