Browsing by Subject "Young learners"

Now showing 1 - 4 of 4
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    Affordances and limitations when using Inputlog to study young learners’ pausing behavior in L2 writing
    (John Benjamins, 2023) Garcés-Manzanera, Aitor; Criado, Raquel; Manchón Ruiz, Rosa María; Filología Inglesa
    This chapter focuses on methodological considerations in a study in which keystroke-logging data was used for the analysis of young English as a foreign language (EFL) learners’ pausing behavior while writing in their L2. We first present the rationale behind the study and subsequently discuss methodological considerations in the operationalization of the construct of pausing behavior, challenges and problems related to data analysis, and solutions adopted. In the final part, we suggest directions for further research.
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    Making a little go a long way: a corpus-based analysis of a high-frequency word and some pedagogical implications for young Spanish learners
    (Servicio de Publicaciones, Universidad de Murcia, 2019) Labrador de la Cruz, Belén
    This study explores the different uses of the word little, its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of little in a corpus of children’s short stories, where its prevailing use, preceding countable nouns, has been found to be much more frequent than in other domains and registers. A contrastive study follows, which examines how little has been translated in an English-Spanish parallel corpus; the results show that diminutives constitute an important equivalent. Finally, some didactic implications are proposed, with the application of corpus-based findings to the teaching of English to young Spanish learners from an approach that combines lexical syllabi and story-based methodologies.
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    Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives
    (PreSSTO (https://pressto.amu.edu.pl/). Adam Mickiewicz University, Kalisz, Poland, 2022-12-27) Criado, Raquel; Garcés Manzanera, Aitor; Plonsky, Luke; Filología Inglesa
    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 10-11-year-old L2 English children in a digital environment. They were divided into a feedback (N = 10) and a self-correction group (N = 8). Both groups engaged in a three-stage task: writing, comparison of their texts with a model or self-editing as appropriate, and rewriting. Fluency was analyzed via five product/offline and five process/online measures. The texts and writing behaviors were recorded with Inputlog 8.0. The results partially support Truscott’s claims. The feedback group improved their fluency in all the ten measures. However, the self-editing group showed higher fluency than the feedback group in seven of the ten measures, with the corresponding Hedge’s effect sizes between groups ranging from small to large. The study enlightens our knowledge of young learners’ writing fluency and supports adopting a multidimensional approach to understand the complex and multi-faceted nature of fluency as mediated by WCF processing.
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    Model‑based feedback in digital writing: effects on young EFL learners’ writing processes and text features
    (SpringerOpen, 2026-03-23) Criado, Raquel; Garcés Manzanera, Aitor; Manchón Ruiz, Rosa María; Filología Inglesa
    This study examined the effects of model texts on the writing processes and written products of young English as a Foreign Language (EFL) learners in a digital environment. Writing processes were operationalized in terms of noticing and pausing behavior, while text features were evaluated using a five-point holistic rubric. Eighteen fifth-grade Spanish learners participated in a three-stage writing procedure: (i) an initial writing task (tracked with Inputlog); (ii) a noticing stage, where one group compared their texts to a model while a second group engaged in self-editing without models; and (iii) rewriting. Results showed that access to model texts increased participants’ awareness of language features and encouraged purposeful revisions. However, engagement with model texts was associated with a decrease in writing fluency, suggesting an additional processing load during composition.