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Article published In: Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 32:1 (2019) ► pp.155–184

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Exploring the learning potential of models with secondary school EFL learners

 | University of Murcia
Published online: 24 July 2019
DOI logo with link
https://doi.org/10.1075/resla.00013.mon
Abstract
The role of Corrective Feedback (CF) in the process of acquiring a second language (L2) has been deemed an issue of controversy among theorists and researchers alike. In this empirical study, the objective is to investigate the quality of EFL learners’ processing of feedback employing models and different types of noticing (perfunctory or substantive [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]). The study was carried out with 13- and 14-year-old learners placed in two groups and engaged in a three-stage writing task that included composing a picture-based story (Stage 1), comparing their texts with a model (Stage 2), and rewriting the story (Stage 3). The groups differed in the way they were prompted to process the model text. The findings indicate that there are no differences between the two feedback groups within stages. All the participants increased the number of features reported across stages regardless of the feedback condition. The employment of a model text provided the students with alternative features related to lexis, form, and ideas. The potential effects of model texts and types of noticing on L2 learners’ language development are discussed.
Resumen
El papel que el feedback correctivo desempeña en el proceso de adquisición de una segunda lengua ha sido objeto de controversia tanto desde el punto de vista teórico como empírico. En este estudio empírico, el objetivo es investigar, mediante un texto modelo, la calidad del procesamiento del feedback y de los diferentes tipos de percepción de este (superficial o profundo [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]). Los participantes de este estudio eran estudiantes de 13/14 años, los cuales fueron divididos en dos grupos dependiendo la forma de procesar el texto modelo. Los alumnos completaron una tarea de redacción en tres etapas: escritura de una historia a partir de unos dibujos (etapa 1), comparación de los textos con un texto modelo (etapa 2) y reelaboración de la historia (etapa 3). Los resultados señalan que no se encontraron diferencias entre los dos grupos de feedback en las etapas. Además, todos los participantes aumentaron en el número de características reportadas a lo largo de los estadios independientemente del feedback proporcionado. El empleo de un texto modelo proporcionó características alternativas relacionadas con el léxico, forma e ideas a los estudiantes. El efecto potencial de los textos modelo y los tipos de percepción en el desarrollo de la segunda lengua de los estudiantes son analizados.
Article outline
  • 1.Introduction
  • 2.Literature review
    • 2.1The potential of WCF for language learning
      • 2.1.1Theoretical assumptions in favour of WCF
      • 2.1.2Theoretical objections to WCF
    • 2.2Research on WCF
      • 2.2.1Reformulations and models
      • 2.2.2Empirical research with models
  • 3.The study
    • 3.1Context and participants
    • 3.2Data collection and instruments
    • 3.3Data analysis
  • 4.Results
    • 4.1Qualitative analysis of Stages 1 and 2
    • 4.2Explanations and rehearsals by the RPG
    • 4.3Qualitative analysis of Stages 1 and 3
    • 4.4Qualitative analysis of Stages 2 and 3
    • 4.5Traceable and non-traceable incorporations in Stage 3
  • 5.Discussion
  • 6.Conclusions, pedagogical implications and limitations of the study
  • Acknowledgements
  • Notes
  • References
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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
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
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2024. Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study. Journal of Second Language Writing 66 ► pp. 101161 ff. DOI logo
Wu, Zhixin, Jiaxin Qie & Xuehua Wang
2023. Using model texts as a type of feedback in EFL writing. Frontiers in Psychology 14 DOI logo

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