While-noticing stage pairs contrastive-critical framing with transformed practice as interrelated tasks

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

At the while-noticing stage, students work in groups or pairs on two interrelated tasks adapted from The New London Group: contrastive-critical framing, in which they collaboratively compare and critically contrast original and noticed versions of their writing, and transformed practice, in which they collaboratively transform negotiated solutions into revised drafts and re-notice them. The article states, "Two interrelated tasks can be used in CFTs during the while-noticing stage: contrastive-critical framing and transformed practice, adapted from The New London Group's terms (1996)." The tasks target form, content, and organization, and sources of gaps drawn from interlanguage and cross-cultural differences.

Design Implications

Context

Requirements

• The two tasks must be used together rather than treated separately to gain the intended benefits of the entire CFT process
• Teacher modeling and scaffolding support students unfamiliar with collaborative tasks

Constraints

• The article notes the tasks might frustrate students who are unfamiliar with collaborative tasks, and cultural attitudes against criticizing peers may hinder them

Target Learners

• EFL college writing students

Target Goals

• Critical noticing of gaps in writing
• Uptake of feedback and revision of drafts

Claims

• Cft Three Stage Noticing Framework [+M]
• Review reports that asking students to notice particular errors decreased errors in a subsequent draft without reducing overall writing quality (Chandler) [+W]

Related Patterns

Examples

• Assign small mixed-ability groups and manage group functioning and rotation for collaborative feedback tasks

Key Sources

• Barnawi, O. Z. (2010). Promoting Noticing Through Collaborative Feedback Tasks in EFL College Writing Classrooms. International Journal of Teaching and Learning in Higher Education, 22(2). https://www.isetl.org/ijtlhe/

Page metadata

Field	Value
type	design
id	cft-while-noticing-tasks-pattern
title	While-noticing stage pairs contrastive-critical framing with transformed practice as interrelated tasks
description	At the while-noticing stage, students work in groups or pairs on two interrelated tasks adapted from The New London Group: contrastive-critical framing, in which they collaboratively compare and critically contrast or...
status	review
generated	by process:wiki-ingest on 2026-09-27
trust	unverified — no one has confirmed this page's content
sources	1 — barnawi-2010

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