Investigating EFL children’s task motivation concerning the use of models as written corrective feedback
This study investigated how the inclusion of model texts as a feedback tech-nique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Fecha de publicación: | 2024 |
| País: | España |
| Institución: | Universidad del País Vasco |
| Repositorio: | Addi. Archivo Digital para la Docencia y la Investigación |
| OAI Identifier: | oai:addi.ehu.eus:10810/74143 |
| Acceso en línea: | http://hdl.handle.net/10810/74143 |
| Access Level: | acceso abierto |
| Palabra clave: | EFL children longitudinal design task motivation model text col-laborative writing |
| Sumario: | This study investigated how the inclusion of model texts as a feedback tech-nique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The treatment groups received feedback that incorporated model texts as examples of proficient writing, while the con-trol group self-corrected their texts. Task motivation was assessed through self-report questionnaires and focus group interviews. The findings showed that the children responded positively to the use of model texts, particularly those chil-dren who had been exposed to this type of feedback over a longer period. While some expressed a preference for more explicit error correction, their overall en-joyment, improvement, as well as enthusiasm for collaborative work highlight the value of integrating model texts into the EFL classroom. Based on these find-ings, pedagogical implications will be discussed. |
|---|