Exploring the use of models as a written corrective feedback technique among EFL children

The language learning potential of models, a form of written feedback consisting of native-like texts that students compare with their original composition, has been under-represented in studies on EFL child SLA. In particular, there is a need to gather data from larger samples of participants and t...

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Detalles Bibliográficos
Autores: Luquin Urtasun, María, García Mayo, María del Pilar
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/69810
Acceso en línea:http://hdl.handle.net/10810/69810
Access Level:acceso abierto
Palabra clave:models
collaborative writing
written corrective feedback
EFL
primary school children
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spelling Exploring the use of models as a written corrective feedback technique among EFL childrenLuquin Urtasun, MaríaGarcía Mayo, María del Pilarmodelscollaborative writingwritten corrective feedbackEFLprimary school childrenThe language learning potential of models, a form of written feedback consisting of native-like texts that students compare with their original composition, has been under-represented in studies on EFL child SLA. In particular, there is a need to gather data from larger samples of participants and to use delayed post-tests to assess whether potential positive effects of models are sustained over time. The aim of the present study is to analyze what EFL primary school children notice and incorporate during a four-stage collaborative writing task. The participants in the study were 38 11-12-year-old children divided into a treatment group (TG, n = 18), which received a model, and a control group (CG, n = 20), which self-edited their texts. The children’s pair talk was analyzed for evidence of any content and linguistic problems they noticed during the composition or comparison stages. The findings show that children in the TG noticed significantly more lexical and content-related features at the comparison stage. Moreover, the TG incorporated significantly more mechanics- and discourse-related features than the CG into the rewriting stage, and also a significantly higher number of formal and discursive aspects into the post-test. Our findings point to the apparent benefits of models with this population.The financial support of the Spanish Ministry of Economy and Competitiveness (MINECO) under grant FFI2016-74950-P (AEI/FEDER/UE) and by the Basque Government under grant IT904-16 are hereby gratefully acknowledged.Elsevier202420242021info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/69810reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MINECO/FFI2016-74950-P/https://www.sciencedirect.com/science/article/pii/S0346251X21000191info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/3.0/es/© 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/ licenses/by-nc-nd/4.0/)Atribución-NoComercial-SinDerivadas 3.0 Españaoai:addi.ehu.eus:10810/698102026-06-18T09:23:17Z
dc.title.none.fl_str_mv Exploring the use of models as a written corrective feedback technique among EFL children
title Exploring the use of models as a written corrective feedback technique among EFL children
spellingShingle Exploring the use of models as a written corrective feedback technique among EFL children
Luquin Urtasun, María
models
collaborative writing
written corrective feedback
EFL
primary school children
title_short Exploring the use of models as a written corrective feedback technique among EFL children
title_full Exploring the use of models as a written corrective feedback technique among EFL children
title_fullStr Exploring the use of models as a written corrective feedback technique among EFL children
title_full_unstemmed Exploring the use of models as a written corrective feedback technique among EFL children
title_sort Exploring the use of models as a written corrective feedback technique among EFL children
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.subject.none.fl_str_mv models
collaborative writing
written corrective feedback
EFL
primary school children
topic models
collaborative writing
written corrective feedback
EFL
primary school children
description The language learning potential of models, a form of written feedback consisting of native-like texts that students compare with their original composition, has been under-represented in studies on EFL child SLA. In particular, there is a need to gather data from larger samples of participants and to use delayed post-tests to assess whether potential positive effects of models are sustained over time. The aim of the present study is to analyze what EFL primary school children notice and incorporate during a four-stage collaborative writing task. The participants in the study were 38 11-12-year-old children divided into a treatment group (TG, n = 18), which received a model, and a control group (CG, n = 20), which self-edited their texts. The children’s pair talk was analyzed for evidence of any content and linguistic problems they noticed during the composition or comparison stages. The findings show that children in the TG noticed significantly more lexical and content-related features at the comparison stage. Moreover, the TG incorporated significantly more mechanics- and discourse-related features than the CG into the rewriting stage, and also a significantly higher number of formal and discursive aspects into the post-test. Our findings point to the apparent benefits of models with this population.
publishDate 2021
dc.date.none.fl_str_mv 2021
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/69810
url http://hdl.handle.net/10810/69810
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MINECO/FFI2016-74950-P/
https://www.sciencedirect.com/science/article/pii/S0346251X21000191
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/3.0/es/
Atribución-NoComercial-SinDerivadas 3.0 España
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:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
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