Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems¶
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
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 3 rewrites, the participant solved more lexical gaps than grammatical problems, though some grammar improved (e.g., adding -s to conjugate verbs for singular nouns). → 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
Stage 3 rewrite analysis in the case study: the article reports the participant solved more lexical gaps than grammatical problems, with examples such as adding "s" to conjugate verbs and supplying the phrase "lung cancer".
"To sum, in this final stage of the writing task, the participant solved more lexical gaps than grammatical problems as a result of what he had noticed."
Discussion¶
Related Claims¶
- 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
- While producing L2 paragraphs, an EFL learner's self-noticed problems were overwhelmingly lexical (about 79%) rather than grammatical (about 21%) — related
- Review-reported experiment found output performed noticing and hypothesis-testing functions but no apparent metalinguistic function in L2 writing — related
- Lexical LREs dominate grammar-related LREs in young learners' L2 writing noticing — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rewriting-solves-more-lexical-gaps |
title |
Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems |
description |
Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems |
status |
review |
evidence_strength |
weak |
newest_evidence |
2016 |
source_checked |
2026-10-20 |
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 |
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