Luquin Urtasun, María
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Luquin Urtasun
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María
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Ciencias humanas y de la educación
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Publication Open Access Investigating EFL children's task motivation concerning the use of models as written corrective feedback(Adam Mickiewicz University Poznan, 2024-12-23) García Mayo, María del Pilar; Luquin Urtasun, María; Ciencias humanas y de la educación; Giza eta Hezkuntza ZientziakThis study investigated how the inclusion of model texts as a feedback technique 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 control 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 children 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 enjoyment, improvement, as well as enthusiasm for collaborative work highlight the value of integrating model texts into the EFL classroom. Based on these findings, pedagogical implications will be discussed.Publication Open Access Does repeated pre-task planning have an impact on form-focused LREs? Evidence from EFL children(John Benjamins Publishing, 2023) Luquin Urtasun, María; García Mayo, María del Pilar; Ciencias Humanas y de la Educación; Giza eta Hezkuntza ZientziakPre-task planning has been shown to improve fluency and complexity in adult learners’ speech in monologic tasks. Previous work considered pretask planning in interactive tasks with young children in an ESL setting and reported that, in general, it had an impact on the amount of talk. However, no study so far has considered the impact of planning on the production of language-related episodes (LREs) by young children. This study examined the relationship between planning time and the accurate production of three target form-focused LREs (FFLREs) by thirty-three dyads of 11–12-year-old EFL learners who took part in a longitudinal experiment in which they narrated picture-prompted stories four times under one of three conditions: unguided planning (12 dyads), guided planning (12 dyads), or no-planning (9 dyads). Results showed that no significant improvement in target feature production was observed across weeks or conditions. Regarding accuracy, a notable difference emerged between the pre-test and delayed post-test in the unguided planning condition. Regarding betweengroup comparisons, although the guided planning group initially demonstrated higher accuracy than their counterparts, this distinction was not maintained. Thus, planning had limited benefits when considering FFLREs. Methodological and pedagogical implications will be discussed.