EFL learners’ perceptions and their association with the effectiveness of model texts as a feedback tool

ABSTRACT

This quasi-experimental study investigated the effect of using model texts as a written corrective feedback (WCF) strategy on second language learners’ writing, in both rewritten drafts and new drafts. It further examined learners’ perceptions of model-based feedback and how those perceptions affected model effectiveness. Sixty-six English learners were equally divided into either a model group (i.e. an experiment group) or a control group. They wrote an argumentative essay, rewrote the same text, and then wrote a new text using a different prompt. Before rewriting their first draft, the model group received model texts with which they compared their initial writing, whereas the control group self-corrected their errors instead. The model group also completed a perception questionnaire on the usefulness of model-based feedback. The model group outperformed the control group, but only in the rewriting task. Furthermore, in the rewriting task there was a significant correlation between learners’ perceptions of models and the effectiveness of model-based feedback, but not in the new writing task.

KEYWORDS:

• Model-based feedback
• written corrective feedback
• L2 writing
• Second Language Learning
• Adult Language Learners
• Writing

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Eun Young Kang

Eun Young Kang received her doctorate in applied linguistics from Teachers College, Columbia University. She is an assistant professor at Kongju National University. Her articles have appeared in Modern Language Journal, Language Teaching Research, System, and Studies in Second Language Acquisition among others.