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Download full textMaría Luquin; María del Pilar García Mayo – Studies in Second Language Learning and Teaching, 2025
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…
Descriptors: Task Analysis, English (Second Language), Second Language Learning, Second Language Instruction
Criado, Raquel; Garcés-Manzanera, Aitor; Plonsky, Luke – Studies in Second Language Learning and Teaching, 2022
This study was motivated by Truscott's (1996, 2004) scarcely empirically tested claims that written corrective feedback (WCF) processing hinders fluency in subsequent rewriting owing to learners' purposeful avoidance of making mistakes by composing shorter texts at a higher speed. It examined the writing fluency of the texts produced by eighteen…
Descriptors: Written Language, Error Correction, Feedback (Response), English (Second Language)
Xu, Jinfen; Li, Changying – Studies in Second Language Learning and Teaching, 2022
This study investigates how different form-focused instruction (FFI) timing impacts English as a foreign language (EFL) learners' grammar development. A total of 169 Chinese middle school learners were assigned to four conditions randomly: control, before-isolated FFI, integrated FFI, and after-isolated FFI. The three experimental groups received…
Descriptors: Intervention, Grammar, English (Second Language), Second Language Learning
