Publication:

"He is seated in the bank": What EFL learners notice when writing with model compositions

Noticing, broadly defined as the attention paid to language, has been considered to be fundamental for L2 (second language) learning. Consequently, research has explored the potential of a wide array of tasks to promote students’ noticing. Among them, in the context of writing, providing feedback with model texts, has been claimed to be an effective way to activate learners’ attentional resources. However, most research to date has been conducted in SLA contexts and there has been little research on the use of models as a written corrective feedback tool to promote noticing in the English as a Foreign Language (EFL) context. Also, models have been examined mainly in terms of general noticing and their specific potential for L1 transfer in EFL writing remains unexplored. Consequently, the present study will try to fill this gap by examining what a group of EFL teenager notice when writing and comparing their writings to a model composition with a special focus on L1 transfers which include lexical and structural items.