A three-stage framework for promoting noticing through collaborative feedback tasks (pre-noticing, while-noticing, post-noticing)¶

Theory · All theories
Evidence · no claims cited

Description¶

The article proposes a framework in which noticing in EFL writing is promoted through three sequenced, interrelated collaborative feedback task (CFT) stages. The pre-noticing stage trains students on how the feedback task functions; the while-noticing stage uses two interrelated tasks, contrastive-critical framing and transformed practice; the post-noticing stage has students reflect on what they learned. As the author states, "this paper provides a framework for promoting noticing through CFTs based on three sequenced and interrelated stages: pre-noticing, while-noticing, and post-noticing stages." The framework targets awareness of form, content, and organization in writing.

Design Implications¶

Context¶

Requirements¶

• Teachers must train and model the CFT process before students engage in it, and the two while-noticing tasks should be used together rather than separately

Constraints¶

• The author states the framework should be redesigned based on particular writing, learning, and teaching contexts, and that situated collaborative feedback practices rest on institutional, curricular, cultural, and interpersonal contexts

Target Learners¶

• EFL college writing students

Target Learning Objectives¶

• Writing accuracy and fluency
• Awareness of form, content, and organization in writing

Claims¶

• Cft While Noticing Tasks Pattern [+M]

Related Theories¶

• Schmidt's noticing hypothesis — the canonical page for this theory

Examples¶

• Train and model the collaborative feedback process before students notice gaps (pre-noticing stage)
• Close the feedback cycle with guided reflection on what was learned (post-noticing stage)
• 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/