Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives

Criado, Raquel; Garcés Manzanera, Aitor; Plonsky, Luke

Publication:
Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives

dc.contributor.author	Criado, Raquel
dc.contributor.author	Garcés Manzanera, Aitor
dc.contributor.author	Plonsky, Luke
dc.contributor.department	Filología Inglesa
dc.date.accessioned	2023-12-22T08:16:14Z
dc.date.available	2023-12-22T08:16:14Z
dc.date.issued	2022-12-27
dc.description	©2022. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/ This document is the Accepted version of a Published Work that appeared in final form in 697Studies in Second Language Learning and Teaching. To access the final edited and published work see https://doi.org/10.14746/ssllt.2022.12.4.8	es
dc.description.abstract	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.	es
dc.format	application/pdf	es
dc.format.extent	19	es
dc.identifier.citation	Criado, R., Garcés-Manzanera, A., & Plonsky, L. (2022). Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives. Studies in Second Language Learning and Teaching, 12(4), 697–719. https://doi.org/10.14746/ssllt.2022.12.4.8
dc.identifier.doi	https://doi.org/10.14746/ssllt.2022.12.4.8
dc.identifier.issn	2083-5205
dc.identifier.uri	http://hdl.handle.net/10201/136834
dc.language	eng	es
dc.publisher	PreSSTO (https://pressto.amu.edu.pl/). Adam Mickiewicz University, Kalisz, Poland	es
dc.relation	This chapter is supported by the following grants: I+D+i Grant PID2019-104353GB-I00, funded by MCIN/AEI/10.13039/501100011033 (“L2 writing processes and products. Description and instructional intervention” / "Procesos y productos de escritura en L2. Descripción y entrenamiento"). Convocatoria 2019 Proyectos de I+D+i - PGC Tipo B. 20832/PI/18 Grant, funded by Fundación Séneca de la Región de Murcia, Spain (“Writing and L2 learning in pen-and-paper and computer-mediated environments”/”Aprendizaje lingüístico en L2 a través de la escritura en entornos tradicionales y virtuales”). Convocatoria de “Ayudas a la realización de proyectos para el desarrollo de investigación científica y técnica por grupos competitivos 2018”.	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Written corrective feedback	es
dc.subject	Models; fluency	es
dc.subject	L2 writing	es
dc.subject	Young learners	es
dc.subject.other	CDU::8- Lingüística y literatura::81 - Lingüística y lenguas	es
dc.title	Models as written corrective feedback: Effects on young L2 learners’ fluency in digital writing from product and process perspectives	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es
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