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Enhancing accuracy through model texts: long-term effects on EFL children's oral interaction
(Springer, 2025-04-26) Luquin Urtasun, María; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak
The current body of research on the use of model texts as written corrective feedback (WCF) primarily comprises one-shot studies that investigate their impact on adult and child learners. However, there is a noticeable lack of emphasis on exploring the long-term effects of this feedback method. This knowledge gap hinders our understanding of how models can enhance accuracy and support sustained language development among English as a foreign language (EFL) children. To address these gaps, the study investigated the potential effects of model texts on children's oral interaction over time, employing collaborative writing as a means to prompt learners¿ oral engagement. The study involved 60 Spanish EFL children (aged 11¿12) divided into a control group (CG), a treatment group (TG), and a long-term treatment group (LTG) who underwent two three-stage writing cycles. The TG received feedback once per cycle, and the LTG used models during both cycles and the interim period, whereas the CG self-corrected their own texts. Results revealed that model texts increased the occurrence of language-related episodes (LREs) and encouraged a focus on lexical and content aspects. Over time, exposure to models broadened the children¿s linguistic consideration, including grammar and discourse. Self-correction, on the other hand, emphasized grammar, spelling, and punctuation, highlighting the value of writing tasks in promoting languaging.
Open Access
Tracking EFL children's learning: a longitudinal study of noticing and incorporation of features in model-based and self-correction tasks
(SAGE, 2025-08-25) Luquin Urtasun, María; García Mayo, María del Pilar; Ciencias humanas y de la educación; Giza eta Hezkuntza Zientziak
The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (acceptable) revisions compared to other groups; (2) they incorporated a broader range of features in their revisions compared to previous instances and compared to their counterparts; (3) the traceability of many of these changes originated in the first draft, indicating a connection to their prior work with model texts; (4) these improvements were observed in the post-test as well; (5) some second language (L2) features emerged later in the writing process, suggesting a delayed effect of the WCF; and (6) the LTG also showed a statistically significant improvement in the accuracy of features incorporated into their subsequent writing. A number of pedagogical implications will be discussed.

Luquin Urtasun, María

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