While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%)¶
Claim · All claims
Evidence · 1 study · qualitativer2·q2
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2021: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Stage 1 note-taking, the participant wrote fourteen notes, of which about 79% concerned lexical features and about 21% grammatical features. → Sumayyah Qaed Alsulami 2016
Evidence¶
Sumayyah Qaed Alsulami 2016¶
Sumayyah Qaed Alsulami. (2016). Testing the Noticing Function of the Output Hypothesis. English Language Teaching, 9(2). https://doi.org/10.5539/elt.v9n2p136
q2 · i? · qualitative · r2
Case-study note-taking data from one Arabic-speaking EFL learner across three paragraph-writing tasks; the article reports the printed proportions "about 79%" lexical and "about 21%" grammatical of the fourteen self-noticed problems.
"In all, in the three note-taking Stage 1s of the study, the participant wrote fourteen notes after writing his paragraphs. The majority of the errors he noticed (about 79%) were lexical features, whereas the grammatical language features he noticed comprised about 21% of all the errors he noticed."
Discussion¶
Related Claims¶
- Lexical LREs dominate grammar-related LREs in young learners' L2 writing noticing — related
- Comparing original texts to model paragraphs prompted noticing that was again focused on lexical features — related
- Notetaking as a feedback tool facilitates resolution of lexical problems but leaves grammatical problems unresolved, suggesting reformulation as an alternative — related
- Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems — related
- Review-reported experiment found output performed noticing and hypothesis-testing functions but no apparent metalinguistic function in L2 writing — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
output-noticing-predominantly-lexical |
title |
While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%) |
description |
While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
recheck_by |
2021 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sumayyah-qaed-alsulami-2016 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.