Investigating EFL children’s task motivation concerning the use of models as written corrective feedback
This study investigated how the inclusion of model texts as a feedback technique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-...
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| Format: | Article |
| Language: | English |
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Adam Mickiewicz University in Poznań
2024-12-01
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| Series: | Studies in Second Language Learning and Teaching |
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| Online Access: | https://pressto.amu.edu.pl/index.php/ssllt/article/view/41250 |
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| author | María Luquin María del Pilar García Mayo |
| author_facet | María Luquin María del Pilar García Mayo |
| author_sort | María Luquin |
| collection | DOAJ |
| description | This study investigated how the inclusion of model texts as a feedback technique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The treatment groups received feedback that incorporated model texts as examples of proficient writing, while the control group self-corrected their texts. Task motivation was assessed through self-report questionnaires and focus group interviews. The findings showed that the children responded positively to the use of model texts, particularly those children who had been exposed to this type of feedback over a longer period. While some expressed a preference for more explicit error correction, their overall enjoyment, improvement, as well as enthusiasm for collaborative work highlight the value of integrating model texts into the EFL classroom. Based on these findings, pedagogical implications will be discussed. |
| format | Article |
| id | doaj-art-b237953ca636465cb49fa808cbf37c61 |
| institution | OA Journals |
| issn | 2083-5205 2084-1965 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Adam Mickiewicz University in Poznań |
| record_format | Article |
| series | Studies in Second Language Learning and Teaching |
| spelling | doaj-art-b237953ca636465cb49fa808cbf37c612025-08-20T02:12:46ZengAdam Mickiewicz University in PoznańStudies in Second Language Learning and Teaching2083-52052084-19652024-12-0115110514310.14746/ssllt.4125071162Investigating EFL children’s task motivation concerning the use of models as written corrective feedbackMaría Luquin0https://orcid.org/0000-0002-3464-8396María del Pilar García Mayo1https://orcid.org/0000-0002-1987-4889Universidad Publica de NavarraUniversity of the Basque CountryThis study investigated how the inclusion of model texts as a feedback technique affected students’ task motivation and engagement in writing tasks. Adopting a longitudinal design, 60 English as a foreign language (EFL) children (aged 11-12) were divided into three groups: a treatment group, a long-term treatment group, and a control group. The treatment groups received feedback that incorporated model texts as examples of proficient writing, while the control group self-corrected their texts. Task motivation was assessed through self-report questionnaires and focus group interviews. The findings showed that the children responded positively to the use of model texts, particularly those children who had been exposed to this type of feedback over a longer period. While some expressed a preference for more explicit error correction, their overall enjoyment, improvement, as well as enthusiasm for collaborative work highlight the value of integrating model texts into the EFL classroom. Based on these findings, pedagogical implications will be discussed.https://pressto.amu.edu.pl/index.php/ssllt/article/view/41250efl childrenlongitudinal designtask motivationmodel textcollaborative writing |
| spellingShingle | María Luquin María del Pilar García Mayo Investigating EFL children’s task motivation concerning the use of models as written corrective feedback Studies in Second Language Learning and Teaching efl children longitudinal design task motivation model text collaborative writing |
| title | Investigating EFL children’s task motivation concerning the use of models as written corrective feedback |
| title_full | Investigating EFL children’s task motivation concerning the use of models as written corrective feedback |
| title_fullStr | Investigating EFL children’s task motivation concerning the use of models as written corrective feedback |
| title_full_unstemmed | Investigating EFL children’s task motivation concerning the use of models as written corrective feedback |
| title_short | Investigating EFL children’s task motivation concerning the use of models as written corrective feedback |
| title_sort | investigating efl children s task motivation concerning the use of models as written corrective feedback |
| topic | efl children longitudinal design task motivation model text collaborative writing |
| url | https://pressto.amu.edu.pl/index.php/ssllt/article/view/41250 |
| work_keys_str_mv | AT marialuquin investigatingeflchildrenstaskmotivationconcerningtheuseofmodelsaswrittencorrectivefeedback AT mariadelpilargarciamayo investigatingeflchildrenstaskmotivationconcerningtheuseofmodelsaswrittencorrectivefeedback |