Publication: Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation
Authors
Coyle, Yvette ; Solís Becerra, Juan Antonio ; Férez Mora, Pedro Antonio
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Publisher
Elsevier
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DOI
https://doi.org/10.1016/j.system.2020.102333
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info:eu-repo/semantics/article
Description
Abstract
This article reports an empirical study in which we explore the role played by reformulation
as a written corrective feedback technique on the use of reference cohesion in the
collaboratively written narratives of young foreign language learners. The study was carried
out with 11-to-12-year-old low proficiency pairs divided into a reformulation (RG) and
a control group (CG), all of whom engaged in two multi-stage writing and feedback tasks
over a three-month period. Features of reference cohesion were examined in four sets of
narrative picture-story texts written by all the children before and after a treatment period
during which the RG pairs completed a weekly writing task and received reformulated
feedback, which they compared with their original drafts. The CG pairs also performed the
weekly writing task and self-edited their texts. Results showed that the feedback proved
useful in significantly promoting the accurate use of pronominal reference and sequence
markers in the L2 by RG pairs and in contributing to a significant decrease in the misuse of
articles in comparison to the CG. These findings are discussed and conclusions drawn for
the role of reformulation in fostering cohesion in children’s L2 writing.
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Citation
Coyle, Y., & Férez Mora, P.A. (2020). Improving reference cohesion in young learners' collaboratively written narratives: Is there a role for reformulation? System, 94. https://doi.org/10.1016/j.system.2020.102333
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