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Treffer: Investigating EFL Children's Task Motivation Concerning the Use of Models as Written Corrective Feedback

Title:
Investigating EFL Children's Task Motivation Concerning the Use of Models as Written Corrective Feedback
Language:
English
Authors:
María Luquin (ORCID 0000-0002-3464-8396), María del Pilar García Mayo (ORCID 0000-0002-1987-4889)
Source:
Studies in Second Language Learning and Teaching. 2025 15(1):105-143.
Availability:
Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed:
Y
Page Count:
39
Publication Date:
2025
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research<br />Tests/Questionnaires
Education Level:
Elementary Education
Descriptors:
Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Learning Motivation, Feedback (Response), Learner Engagement, Writing Instruction, Comparative Analysis, Error Correction, Preferences, Longitudinal Studies, Collaborative Writing, Elementary School Students, Foreign Countries
Geographic Terms:
Spain
ISSN:
2083-5205
2084-1965
Entry Date:
2025
Accession Number:
EJ1464690
Database:
ERIC

Weitere Informationen

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.

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