Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality
Fecha
2021Autor
Versión
Acceso abierto / Sarbide irekia
Tipo
Artículo / Artikulua
Versión
Versión publicada / Argitaratu den bertsioa
Identificador del proyecto
MINECO/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/FFI2016-74950-P
Impacto
|
10.1515/iral-2020-0160
Resumen
When written corrective feedback is provided via model texts, language learners notice and incorporate features from the models into their subsequent writings. However, little is known about the accuracy of these incorporations or about the impact of model texts on draft quality. Also, model texts have often been implemented with children working in pairs but, to date, studies including individua ...
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When written corrective feedback is provided via model texts, language learners notice and incorporate features from the models into their subsequent writings. However, little is known about the accuracy of these incorporations or about the impact of model texts on draft quality. Also, model texts have often been implemented with children working in pairs but, to date, studies including individual and collaborative conditions are extremely scarce. This study examines the impact of model texts among 33 EFL children (aged 11-12) divided into a pair (N = 22) and an individual (N = 11) group. Our findings do not reveal any significant differences between pairs and individuals. The students in both conditions noticed features, mainly lexical. They incorporated around 50% of these features from the model texts into their final drafts, with an accuracy rate of 60%. Regarding draft quality, the second draft was significantly better than the first one when rated holistically. [--]
Materias
Collaborative writing,
EFL children,
Model texts,
Noticing,
Written corrective feedback
Editor
De Gruyter
Publicado en
Iral - International Review of Applied Linguistics in Language Teaching, vol. , no. , 2021
Departamento
Universidad Pública de Navarra/Nafarroako Unibertsitate Publikoa. Institute for Advanced Social Research - ICOMMUNITAS
Versión del editor
Entidades Financiadoras
This work was supported by grants FFI2016-74950-P (Spanish Ministry of Economy and Competitiveness, National Research Agency) and CENEDUCA2018 grant for the development of research in school contexts (Government of Navarra, Spain).