Using model texts as a type of feedback in EFL writing
Zhixin Wu1, Jiaxin Qie1,2, Xuehua Wang1
1School of Foreign Languages, Southeast University, Nanjing, China.
Frontiers in Psychology
|July 17, 2023
Summary
Model texts effectively enhance argumentative writing skills for Chinese EFL learners by offering feedback on lexis and grammar. Higher language analytic ability (LAA) learners benefit most from this approach, showing sustained improvement.
Area of Science:
- Second Language Acquisition
- Educational Psychology
- Applied Linguistics
Background:
- Model texts are recognized as valuable feedback tools in writing instruction.
- Limited research exists on their use in argumentative writing tasks and the influence of language analytic ability (LAA).
Purpose of the Study:
- To investigate what Chinese EFL learners notice when comparing their writing to model texts.
- To explore the extent to which model texts improve subsequent writing performance.
- To examine the role of language analytic ability (LAA) in utilizing model texts.
Main Methods:
- A four-stage study involving 60 Chinese EFL learners: writing (pre-test), comparing with model texts (treatment), rewriting (immediate post-test), and delayed writing (delayed post-test).
- Analysis focused on learner noticing during composition and comparison stages.
- Learners were grouped by language analytic ability (LAA).
Main Results:
- Learners primarily focused on lexical features during the composition and comparison phases.
- Learners with higher LAA and those receiving guided noticing identified more information from model texts.
- Model texts significantly improved writing quality, encompassing lexis, grammar, content, and organization.
- These writing improvements were maintained for at least one week.
Conclusions:
- Model texts are an effective strategy for enhancing EFL learners' argumentative writing, particularly for those with higher LAA.
- Pedagogical strategies can be developed to optimize the use of model texts in writing instruction.
- Understanding LAA is crucial for maximizing the benefits of model text interventions.
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