Cover not available

Article published In: Language Teaching for Young Learners
Vol. 2:1 (2020) ► pp.73–100

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
authorization required

Collaborative writing and feedback

An exploratory study of the potential of models in primary EFL students’ writing performance

 | Universidad del País Vasco/Euskal Herriko Unibertsitatea
 | Universidad del País Vasco/Euskal Herriko Unibertsitatea
Published online: 2 March 2020
DOI logo with link
https://doi.org/10.1075/ltyl.19007.luq
Abstract
Research on collaborative writing and models as a form of written corrective feedback has been conducted with adult participants but research with children is scarce despite the growth of early EFL learning in school settings in the past twenty years. The aim of the present exploratory study was to analyze what EFL primary school children noticed and incorporated during a three-stage task and completed in collaboration. The participants were 12 children (11–12 years old) divided into a treatment group, which received a model, and a control group, which self-edited their texts. The findings showed that what children noticed at Stage 1 were mostly grammar LREs, whereas at Stage 2 both groups focused most of their attention on content and lexical LREs, with statistically significant differences between the treatment group and the control group. Significant differences were also found between Stage 1 and 3 regarding lexical LREs in the treatment group. Pedagogical recommendations will also be discussed in light of these findings.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1Young learners and corrective feedback
    • 2.2Written corrective feedback and models
  • 3.Research questions
  • 4.The study
    • 4.1Context and participants
    • 4.2Tasks and procedures
    • 4.3Analysis
    • 4.4Results
  • 5.Discussion
  • 6.Conclusions
  • Acknowledgements
  • Notes
  • References
References (42)
References
Abe, M. (2008). Exploring the role of model essays in the IELTS writing test: A feedback tool (Unpublished doctoral dissertation). University of Queensland, Australia.Google Scholar logo with link to Google Scholar
Allwright, R. L., Woodley, M. P., & Allwright, J. M. (1988). Investigating reformulation as a practical strategy for the teaching of academic writing. Applied Linguistics, 91, 236–256. Google Scholar logo with link to Google Scholar
Cánovas Guirao, J., Roca de Larios, J., & Coyle, Y. (2015). The use of models as a written feedback technique with young EFL learners. System, 521, 63–77. Google Scholar logo with link to Google Scholar
Collins, L., & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 1001, 133–147. Google Scholar logo with link to Google Scholar
Copland, F., & Garton, S. (2014). Key themes and future directions in teaching English to young learners: Introduction to the special issue. ELT Journal, 68(3), 223–230. Google Scholar logo with link to Google Scholar
Coyle, Y., & Roca de Larios, J. (2014). Exploring the role played by error correction and models on children’s reported noticing and output production in a L2 writing task. Studies in Second Language Acquisition, 361, 451–485. Google Scholar logo with link to Google Scholar
Coyle, Y., Cánovas, G., & Roca de Larios, J. (2018). Identifying the trajectories of young EFL learners across multi-stage writing and feedback processing tasks with model texts. Journal of Second Language Writing, 421, 25–43. Google Scholar logo with link to Google Scholar
DeKeyser, R. (2007). Practicing in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar
Enever, J. (Ed.). (2011). ELLie: Early language learning in Europe. London: British Council.Google Scholar logo with link to Google Scholar
(2018). Policy and politics in global primary English. Oxford: Oxford University Press.Google Scholar logo with link to Google Scholar
García Mayo, M. P. (Ed.) (2017). Learning Foreign Languages in Primary School. Research Insights. Bristol: Multilingual Matters. Google Scholar logo with link to Google Scholar
(2018). Child task-supported interaction in the Spanish EFL setting. Research and challenges. International Journal of English Studies, 181, 119–143. Google Scholar logo with link to Google Scholar
García Mayo, M. P., & Loidi Labandibar, U. (2017). The use of models as written corrective feedback in English as a Foreign Language (EFL) writing. Annual Review of Applied Linguistics, 371, 110–127. Google Scholar logo with link to Google Scholar
Hanaoka, O. (2006a). Exploring the role of models in promoting noticing in L2 writing. Jacket Bulletin, 421, 1–13.Google Scholar logo with link to Google Scholar
(2006b). Noticing from models and reformulations: A case study of two Japanese EFL learners. Sophia Linguistica, 541, 167–192.Google Scholar logo with link to Google Scholar
(2007). Output, noticing, and learning: An investigation into the role of spontaneous attention to form in a four-stage writing task. Language Teaching Research, 11(4), 73–93. Google Scholar logo with link to Google Scholar
Hanaoka, O., & Izumi, S. (2012). Noticing and uptake: Addressing pre-articulated covert problems in L2 writing. Journal of Second Language Writing, 211, 332–347. Google Scholar logo with link to Google Scholar
Lapkin, S., Swain, M., & Smith, M. (2002). Reformulation and the learning of French pronominal verbs in a Canadian French immersion context. The Modern Language Journal, 861, 485–507. Google Scholar logo with link to Google Scholar
Leeser, M. J. (2004). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 81, 55–81. Google Scholar logo with link to Google Scholar
Levenston, E. A. (1978). Error analysis of free comparison: The theory and the practice. Indian Journal of Applied Linguistics, 4(1), 1–11.Google Scholar logo with link to Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar logo with link to Google Scholar
Martínez Esteban, N., & Roca de Larios, J. (2010). The use of models as a form of written feedback to secondary school pupils of English. International Journal of English Studies, 101, 143–170. Google Scholar logo with link to Google Scholar
Oliver, R. (2000). Age difference in negotiation and feedback in classroom and pair work. Language Learning, 50(1), 119–151. Google Scholar logo with link to Google Scholar
Oliver, R., & Azkarai, A. (2017). Review of child second language acquisition (SLA): Examining theories and research. Annual Review of Applied Linguistics, 371, 62–76. Google Scholar logo with link to Google Scholar
Oliver, R., & Grote, E. (2010). The provision and uptake of different types of recasts in child and adult ESL learners: What is the role of age and context? Australian Review of Applied Linguistics, 33(3), 26.1–26.22. Google Scholar logo with link to Google Scholar
Oliver, R. B., Nguyen, B., & Sato, M. (2017). Child ISLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 468–487). New York, NY: Routledge. Google Scholar logo with link to Google Scholar
Qi, D. S., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 101, 277–303. Google Scholar logo with link to Google Scholar
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 111, 192–196. Google Scholar logo with link to Google Scholar
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 101, 209–231. Google Scholar logo with link to Google Scholar
Sheen, Y. (2006). Exploring the relationship between characteristics of recasts and learner uptake. Language Teaching Research, 10(4), 361–392. Google Scholar logo with link to Google Scholar
Spada, N., & Lightbown, P. (1993). Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition, 101, 205–221. Google Scholar logo with link to Google Scholar
Storch, N. (2016). Collaborative writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 387–406). Berlin: De Gruyter. Google Scholar logo with link to Google Scholar
(2019). Collaborative writing. Language Teaching, 521, 40–59. Google Scholar logo with link to Google Scholar
Storch, N., & Wigglesworth, G. (2010). Learners’ processing uptake and retention of corrective feedback on writing. Studies in Second Language Acquisition, 321, 303–334. Google Scholar logo with link to Google Scholar
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.Google Scholar logo with link to Google Scholar
(2006). Languaging, agency and collaboration in advanced second language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.Google Scholar logo with link to Google Scholar
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 821, 320–33. Google Scholar logo with link to Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar logo with link to Google Scholar
Wigglesworth, G., & Storch, N. (2012). What role for collaboration in writing and writing feedback. Journal of Second Language Writing, 21(4), 364–374. Google Scholar logo with link to Google Scholar
Yang, L., & Zhang, L. (2010). Exploring the role of reformulations and a model text in EFL students’ writing performance. Language Teaching Research, 141, 464–484. Google Scholar logo with link to Google Scholar
Cited by (13)

Cited by 13 other publications

Kos, Tomáš & Friedrich Zoe Lara
2025. Collaborative Writing and Learning of Reported Speech During Mixed‐Age Peer Interactions in English as a Foreign Language Classroom. International Journal of Applied Linguistics DOI logo
Luquin, María
2025. Enhancing Accuracy Through Model Texts: Long-Term Effects on EFL Children's Oral Interaction. In Investigating Attention to Form and Individual Differences:Research with EFL Children [Second Language Learning and Teaching, ], ► pp. 155 ff. DOI logo
Roothooft, Hanne, Amparo Lázaro-Ibarrola & Bram Bulté
2025. Task repetition and corrective feedback via models and direct corrections among young EFL writers: Draft quality and task motivation. Language Teaching Research 29:3 ► pp. 1311 ff. DOI logo
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2024. Collaborative writing among young EFL learners in a school context: product and process. The Language Learning Journal 52:3 ► pp. 285 ff. DOI logo
Nguyen, Long Quoc, Phung Dao & Bao Trang Thi Nguyen
2024. Model texts as a feedback instrument in second language writing: A systematic review. Language Teaching Research DOI logo
Lázaro-Ibarrola, Amparo
2023. Model texts in collaborative and individual writing among EFL children: noticing, incorporations, and draft quality. International Review of Applied Linguistics in Language Teaching 61:2 ► pp. 329 ff. DOI logo
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Luquin, María & María del Pilar García Mayo
2021. Exploring the use of models as a written corrective feedback technique among EFL children. System 98 ► pp. 102465 ff. DOI logo
Luquin, María & María del Pilar García Mayo
2024. A longitudinal study of the effects of model texts on EFL children's written production. System 120 ► pp. 103190 ff. DOI logo
Luquin, María & María del Pilar García Mayo
2024. Investigating EFL children’s task motivation concerning the use of models as written corrective feedback. Studies in Second Language Learning and Teaching 15:1 ► pp. 105 ff. DOI logo
Luquin, María & María del Pilar García Mayo
2025. Tracking EFL children’s learning: A longitudinal study of noticing and incorporation of features in model-based and self-correction tasks. Language Teaching Research DOI logo
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 397 ff. DOI logo
[no author supplied]
2023. Child L2 Writers [Trends in Language Acquisition Research, 32], DOI logo

This list is based on CrossRef data as of 27 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue