Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation

Coyle, Yvette; Solís Becerra, Juan Antonio; Férez Mora, Pedro Antonio

Publication:
Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation

dc.contributor.author	Coyle, Yvette
dc.contributor.author	Solís Becerra, Juan Antonio
dc.contributor.author	Férez Mora, Pedro Antonio
dc.contributor.department	Didáctica de la Lengua y la Literatura
dc.date.accessioned	2025-01-29T11:39:59Z
dc.date.available	2025-01-29T11:39:59Z
dc.date.copyright	© 2014 Elsevier
dc.date.issued	2020-07-31
dc.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.	es
dc.format	application/pdf	es
dc.format.extent	12	es
dc.identifier.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
dc.identifier.doi	https://doi.org/10.1016/j.system.2020.102333
dc.identifier.eissn	1879-3282
dc.identifier.issn	0346-251X
dc.identifier.uri	http://hdl.handle.net/10201/149576
dc.language	eng	es
dc.publisher	Elsevier	es
dc.relation	This study was funded by the Spanish Ministerio de Ciencia e Innovación (research grant PID2019-104353GB-I00).	es
dc.relation.publisherversion	https://www.sciencedirect.com/science/article/pii/S0346251X2030693X?via%3Dihub
dc.rights.accessRights	info:eu-repo/semantics/restrictedAccess
dc.subject	Written corrective feedback	es
dc.subject	Reformulation	es
dc.subject	Young second language learners	es
dc.subject	Narrative writing	es
dc.subject	Reference cohesion	es
dc.subject.ods	Objetivo 4: Educación
dc.title	Improving reference cohesion in young EFL learners’ collaboratively written narratives: Is there a role for reformulation	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es
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