The Use of Models as a Form of Written Feedback to Secondary School Pupils of English
The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing...
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| Veröffentlicht in: | International journal of English studies 2010-07, Vol.10 (2), p.143 |
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| container_title | International journal of English studies |
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| creator | Esteban, Noelia Martinez de Larios, Julio Roca |
| description | The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested. |
| doi_str_mv | 10.6018/ijes/2010/2/119241 |
| format | Article |
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Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. 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| ispartof | International journal of English studies, 2010-07, Vol.10 (2), p.143 |
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| source | ERIC - Full Text Only (Discovery); DOAJ Directory of Open Access Journals; Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals; EBSCOhost Education Source |
| subjects | Attention Collaboration Collaborative Writing Data collection Education, Secondary Educational aspects Educational Practices English (Second Language) English as a second language Feedback Feedback (Psychology) Feedback (Response) Grammar Language Acquisition Lexicology Linguistics Methods Revision (Written Composition) Second Language Instruction Second Language Learning Second language writing Second languages Secondary School Curriculum Secondary school students Secondary schools Spanish language Spanish Speaking Student writing Student Writing Models Studies Study and teaching Writing |
| title | The Use of Models as a Form of Written Feedback to Secondary School Pupils of English |
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