Skip to main content
×
Home
    • Aa
    • Aa

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

  • María del Pilar García Mayo (a1) and Udane Loidi Labandibar (a2)
Abstract
ABSTRACT

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.

Copyright
Linked references
Hide All

This list contains references from the content that can be linked to their source. For a full set of references and notes please see the PDF or HTML where available.

M. Bowles , & R. Leow (2005). Reactivity and type of verbal report in SLA research methodology: Expanding the scope of investigation. Studies in Second Language Acquisition, 27, 415440.

Y. Coyle , & J. Roca de Larios (2014). Exploring the role played by error correction and models on children's reported noticing and output production in a L2 writing task. Studies in Second Language Acquisition, 36, 451485.

A. Cumming (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7 (4), 482511.

O. Hanaoka (2007). Output, noticing, and learning: An investigation into the role of spontaneous attention to form in a four-stage writing task. Language Teaching Research, 11 (4), 7393.

O. Hanaoka , & S. Izumi (2012). Noticing and uptake: Addressing pre-articulated covert problems in L2 writing. Journal of Second Language Writing, 21, 332347.

S. Izumi (2003). Comprehension and production processes in second language learning: In search of the psycholinguistic rationale of the output hypothesis. Applied Linguistics, 24, 168196.

S. Lapkin , M. Swain , & M. Smith (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal, 86, 485507.

R. M. Manchón (Ed.). (2011). Learning-to-write and writing-to-learn in an additional language. Amsterdam, The Netherlands: John Benjamins.

E. Marsden (2006). Exploring input processing in the classroom: An experimental comparison of processing instruction and enriched input. Language Learning, 56 (3), 507566.

E. Marsden , & C. Torgerson (2012). Single group, pre- and post-test research designs: Some methodological concerns. Oxford Review of Education. 38 (5), 583616.

D. S. Qi , & S. Lapkin (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277303.

R. Sachs , & C. Polio (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29, 67100.

R. Schmidt (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129158.

L. Selinker (1972). Interlanguage. International Review of Applied Linguistics, 10, 209231.

N. Storch , & G. Wigglesworth (2010). Learners’ processing, uptake, and retention of corrective feedback on writing: Case studies. Studies in Second Language Acquisition, 32, 303334.

M. Swain , & S. Lapkin (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37, 285304.

Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Annual Review of Applied Linguistics
  • ISSN: 0267-1905
  • EISSN: 1471-6356
  • URL: /core/journals/annual-review-of-applied-linguistics
Please enter your name
Please enter a valid email address
Who would you like to send this to? *
×

Metrics

Altmetric attention score

Full text views

Total number of HTML views: 6
Total number of PDF views: 67 *
Loading metrics...

Abstract views

Total abstract views: 320 *
Loading metrics...

* Views captured on Cambridge Core between 21st June 2017 - 20th September 2017. This data will be updated every 24 hours.