Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks

The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written outpu...

ver descrição completa

Detalhes bibliográficos
Autores: Luquin Urtasun, María, García Mayo, María del Pilar
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2025
País:España
Recursos:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/54843
Acesso em linha:https://hdl.handle.net/2454/54843
Access Level:acceso abierto
Palavra-chave:Model texts
EFL children
Longitudinal design
Oral-written connection
Collaborative writing
id ES_0d619f783d2a3b1efb328796652ef8ea
oai_identifier_str oai:academica-e.unavarra.es:2454/54843
network_acronym_str ES
network_name_str España
repository_id_str
spelling Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasksLuquin Urtasun, MaríaGarcía Mayo, María del PilarModel textsEFL childrenLongitudinal designOral-written connectionCollaborative writingThe current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (acceptable) revisions compared to other groups; (2) they incorporated a broader range of features in their revisions compared to previous instances and compared to their counterparts; (3) the traceability of many of these changes originated in the first draft, indicating a connection to their prior work with model texts; (4) these improvements were observed in the post-test as well; (5) some second language (L2) features emerged later in the writing process, suggesting a delayed effect of the WCF; and (6) the LTG also showed a statistically significant improvement in the accuracy of features incorporated into their subsequent writing. A number of pedagogical implications will be discussed.This work was supported by Spanish Ministry of Economy and Competitiveness, National Research Agency and European Regional Development Fund AEI/FEDER/EU (FFI2016-74950-P) and the Basque Government (IT904-16).SAGECiencias humanas y de la educaciónGiza eta Hezkuntza Zientziak2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2454/54843reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglésinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/FFI2016-74950-P© The Author(s) 2025. Article reuse guidelines https://uk.sagepub.com/en-gb/journals-permissionsinfo:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/548432026-06-17T12:41:47Z
dc.title.none.fl_str_mv Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
title Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
spellingShingle Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
Luquin Urtasun, María
Model texts
EFL children
Longitudinal design
Oral-written connection
Collaborative writing
title_short Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
title_full Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
title_fullStr Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
title_full_unstemmed Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
title_sort Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
dc.creator.none.fl_str_mv Luquin Urtasun, María
García Mayo, María del Pilar
author Luquin Urtasun, María
author_facet Luquin Urtasun, María
García Mayo, María del Pilar
author_role author
author2 García Mayo, María del Pilar
author2_role author
dc.contributor.none.fl_str_mv Ciencias humanas y de la educación
Giza eta Hezkuntza Zientziak
dc.subject.none.fl_str_mv Model texts
EFL children
Longitudinal design
Oral-written connection
Collaborative writing
topic Model texts
EFL children
Longitudinal design
Oral-written connection
Collaborative writing
description The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (acceptable) revisions compared to other groups; (2) they incorporated a broader range of features in their revisions compared to previous instances and compared to their counterparts; (3) the traceability of many of these changes originated in the first draft, indicating a connection to their prior work with model texts; (4) these improvements were observed in the post-test as well; (5) some second language (L2) features emerged later in the writing process, suggesting a delayed effect of the WCF; and (6) the LTG also showed a statistically significant improvement in the accuracy of features incorporated into their subsequent writing. A number of pedagogical implications will be discussed.
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/54843
url https://hdl.handle.net/2454/54843
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/FFI2016-74950-P
dc.rights.none.fl_str_mv © The Author(s) 2025. Article reuse guidelines https://uk.sagepub.com/en-gb/journals-permissions
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © The Author(s) 2025. Article reuse guidelines https://uk.sagepub.com/en-gb/journals-permissions
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SAGE
publisher.none.fl_str_mv SAGE
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
instname:Universidad Pública de Navarra
instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
collection Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
repository.name.fl_str_mv
repository.mail.fl_str_mv
_version_ 1869403336932851712
score 15,198674

Registos relacionados