A longitudinal study of the effects of model texts on EFL children's written production

As written corrective feedback tools, it has been claimed that model texts improve language learners' subsequent production, but almost exclusively in terms of lexical gains. However, little research has been carried out with EFL children, an underrepresented population in the literature, a...

Descripción completa

Detalles Bibliográficos
Autores: Luquin Urtasun, María, García Mayo, María del Pilar
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Universidad Pública de Navarra
Repositorio:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
OAI Identifier:oai:academica-e.unavarra.es:2454/47096
Acceso en línea:https://hdl.handle.net/2454/47096
Access Level:acceso abierto
Palabra clave:Children
CAF
EFL
Longitudinal design
Model text
id ES_96adea2b0517fc2b71d36b557c4b1d2e
oai_identifier_str oai:academica-e.unavarra.es:2454/47096
network_acronym_str ES
network_name_str España
repository_id_str
spelling A longitudinal study of the effects of model texts on EFL children's written productionLuquin Urtasun, MaríaGarcía Mayo, María del PilarChildrenCAFEFLLongitudinal designModel textAs written corrective feedback tools, it has been claimed that model texts improve language learners' subsequent production, but almost exclusively in terms of lexical gains. However, little research has been carried out with EFL children, an underrepresented population in the literature, and much less from a longitudinal perspective. The main aim of this study was to determine the extent to which sustained exposure to models can have an impact on the written production of child EFL learners. Thirty pairs of 11–12-year-old Spanish EFL children were randomly assigned to a control group, a treatment group, and a long-term treatment group, who engaged in two four-stage collaborative writing cycles of three weeks each. The children's collaborative texts were transcribed and analyzed considering different measures (types of clause, syntactic complexity, lexical diversity, accuracy, fluency, and holistic assessment). Our findings reveal that model texts led to a reduction in the number of pre-clauses and an increase in the syntactic complexity of the texts in the short run. Sustained exposure to models showed that the children were able to produce fewer proto-clauses and more clauses, feature higher lexical diversity in their texts, and make fewer errors.ElsevierCiencias Humanas y de la EducaciónGiza eta Hezkuntza Zientziak2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2454/47096reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglés© 2023 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/470962026-06-17T12:41:47Z
dc.title.none.fl_str_mv A longitudinal study of the effects of model texts on EFL children's written production
title A longitudinal study of the effects of model texts on EFL children's written production
spellingShingle A longitudinal study of the effects of model texts on EFL children's written production
Luquin Urtasun, María
Children
CAF
EFL
Longitudinal design
Model text
title_short A longitudinal study of the effects of model texts on EFL children's written production
title_full A longitudinal study of the effects of model texts on EFL children's written production
title_fullStr A longitudinal study of the effects of model texts on EFL children's written production
title_full_unstemmed A longitudinal study of the effects of model texts on EFL children's written production
title_sort A longitudinal study of the effects of model texts on EFL children's written production
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 Children
CAF
EFL
Longitudinal design
Model text
topic Children
CAF
EFL
Longitudinal design
Model text
description As written corrective feedback tools, it has been claimed that model texts improve language learners' subsequent production, but almost exclusively in terms of lexical gains. However, little research has been carried out with EFL children, an underrepresented population in the literature, and much less from a longitudinal perspective. The main aim of this study was to determine the extent to which sustained exposure to models can have an impact on the written production of child EFL learners. Thirty pairs of 11–12-year-old Spanish EFL children were randomly assigned to a control group, a treatment group, and a long-term treatment group, who engaged in two four-stage collaborative writing cycles of three weeks each. The children's collaborative texts were transcribed and analyzed considering different measures (types of clause, syntactic complexity, lexical diversity, accuracy, fluency, and holistic assessment). Our findings reveal that model texts led to a reduction in the number of pre-clauses and an increase in the syntactic complexity of the texts in the short run. Sustained exposure to models showed that the children were able to produce fewer proto-clauses and more clauses, feature higher lexical diversity in their texts, and make fewer errors.
publishDate 2024
dc.date.none.fl_str_mv 2024
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/2454/47096
url https://hdl.handle.net/2454/47096
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv © 2023 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0
https://creativecommons.org/licenses/by-nc-nd/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © 2023 Elsevier Ltd. This manuscript version is made available under the CC-BY-NC-ND 4.0
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
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_ 1869413969595203584
score 15,81155

Similares en LA Referencia