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

Published online by Cambridge University Press:  21 June 2017

María del Pilar García Mayo  and
Udane Loidi Labandibar
María del Pilar García Mayo
Affiliation:
Universidad del País Vasco (UPV/EHU)mariapilar.garciamayo@ehu.eus
Udane Loidi Labandibar
Affiliation:
Universidad del País Vasco (UPV/EHU)udane.loidi@gmail.com
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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.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 37 , September 2017 , pp. 110 - 127
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Copyright
Copyright © Cambridge University Press, 2017 

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