Enhancing accuracy through model texts: long-term effects on EFL children's oral interaction
| dc.contributor.author | Luquin Urtasun, María | |
| dc.contributor.department | Ciencias humanas y de la educación | |
| dc.contributor.department | Giza eta Hezkuntza Zientziak | |
| dc.date.accessioned | 2025-04-30T08:13:17Z | |
| dc.date.issued | 2025-04-26 | |
| dc.date.updated | 2025-04-30T07:58:50Z | |
| dc.description.abstract | 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. | en |
| dc.description.sponsorship | The financial support by the Spanish Ministry of Economy and Competitiveness (MINECO) under grant FFI 2016-74950-P (AEI/ FEDER/UE) and by the Basque Government under grant IT904-16 are hereby gratefully acknowledged. | |
| dc.embargo.lift | 2027-04-26 | |
| dc.embargo.terms | 2027-04-26 | |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.citation | Luquin, M. (2025). Enhancing accuracy through model texts: long-term effects on EFL children's oral interaction. In García Mayo M. P. (Ed.), Investigating attention to form and individual differences: Research with EFL children (pp. 155-183). Springer. https://doi.org/10.1007/978-3-031-80924-8_7. | |
| dc.identifier.doi | 10.1007/978-3-031-80924-8_7 | |
| dc.identifier.isbn | 978-3-031-80923-1 | |
| dc.identifier.uri | https://academica-e.unavarra.es/handle/2454/54044 | |
| dc.language.iso | eng | |
| dc.publisher | Springer | |
| dc.relation.projectID | info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2013-2016/FFI 2016-74950-P/ | |
| dc.relation.publisherversion | https://doi.org/10.1007/978-3-031-80924-8_7 | |
| dc.rights | © 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG. | |
| dc.rights.accessRights | info:eu-repo/semantics/embargoedAccess | |
| dc.subject | Model texts | en |
| dc.subject | Collaborative writing | en |
| dc.subject | LREs | en |
| dc.subject | EFL children | en |
| dc.subject | Longitudinal design | en |
| dc.title | Enhancing accuracy through model texts: long-term effects on EFL children's oral interaction | en |
| dc.type | info:eu-repo/semantics/bookPart | |
| dc.type.version | info:eu-repo/semantics/acceptedVersion | |
| dspace.entity.type | Publication | |
| relation.isAuthorOfPublication | 4fb8c646-9f61-42f8-a6c9-723c815f4b60 | |
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