Modeling feedback: an original native-speaker text used as a comparison model¶

Element · All elements
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Modeling feedback is the feedback type used in this study: it "involves the use of a text that is written by a native speaker, but the text is original and not a reformulation of a learner's writing". Like reformulation, it provides learners with rich texts of words and structure, especially for EFL learners with less exposure to native-speaker forms. In the study it supplied vocabulary the learner adopted in rewrites.

Design Implications¶

Context¶

Requirements¶

• A native-written model text on the same topic as the learner's draft

Constraints¶

• The article states the model's structure differed so much from the participant's text that it prevented him from noticing grammatical solutions

Target Learners¶

• EFL learners with limited exposure to native-speaker forms

Target Learning Goals¶

• L2 writing, particularly lexical development

Claims¶

• Comparing original texts to model paragraphs prompted noticing that was again focused on lexical features [+W]
• Rewriting after noticing gaps and comparing to models produced modified output that solved more lexical gaps than grammatical problems [+W]

Related Elements¶

Examples¶

• Three-stage writing task: write with problem notes, compare to a model paragraph, then rewrite

Key Sources¶

• Sumayyah Qaed Alsulami. (2016). Testing the Noticing Function of the Output Hypothesis. English Language Teaching, 9(2). https://doi.org/10.5539/elt.v9n2p136